Some research suggests that school garden programs may promote social emotional learning, yet more rigorous studies are needed to investigate this assertion

The aim of this review of the literature was to collect and examine evidence on how school garden programming can impact social emotional learning. Studies included in the review described school garden interventions, collected data from youth (which included elementary and high school students), and measured social emotional learning (SEL). Eight studies met the inclusion criteria and are discussed in this review.

Included studies used a variety of research designs, including longitudinal evaluation, post-test-only, case study, and quasi-experimental design. One of the eight studies used quantitative measures, five qualitative, and two mixed methods. Three of the studies were conducted in the United States, two in Finland, and one each in Australia, Denmark, and Taiwan. While the school garden program differed across studies, all of the programs included a structured curriculum which focused on either gardens specifically or more generally on science and nature. Students participating in the gardening programs did not receive direct instruction in SEL competencies.

Findings from all eight studies indicate that school garden programming can positively impact SEL among elementary school-age children and adolescents. However, of the studies using quantitative measures, only one found statistically significant results. SEL competencies associated with school garden programming as reported in this review include positive interpersonal relationships, self-esteem, self-management, empathy, and sense of achievement. Other positive outcomes include connections with nature and care for non-humans.

Findings from this review suggest that “school garden programming has the potential to combine both learning curriculum standards and SEL competencies.” Further research – especially research using quantitative methods – is needed, however, to explore the connection between SEL and school garden programming. The authors' recommendations for further research include investigations into what elements of the gardening process influence SEL, how much time is needed to develop SEL, and how gardening activities compare to other outdoor activities.