Research-based evidence of the benefits of school gardens has stimulated the growth of school gardens in countries around the world. While documentation of benefits is growing, an understanding of the challenges to developing and using school gardens is limited. This study was based, in part, on the premise that experiencing the benefits of school gardens depends on successful development and implementation. The goal of the study was to demonstrate a consensus-driven process to identify obstacles to school garden program success. The specific objectives were to determine if consensus could be reached and to see if a core set of barriers exist.
The researchers used a Delphi technique to identify central issues impeding the sustained success of school gardens. The Delphi technique is a research-based approach used to achieve consensus among a group of experts regarding a complex situation. The group of experts (panelists) for this study consisted of key school garden professionals with approximately 10 years of experience working with school garden programs in the state of Florida. During the first stage of the process (Round 1), panelists were asked to respond to two open-ended questions: one addressing barriers/challenges/obstacles to starting a school gardens program; and one addressing barriers/challenges/obstacles for sustaining a school gardens program. The purpose of this stage of the Delphi process was to identify a range of salient issues regarding the development and use of school gardens. Responses from Round 1 were collated and used to construct a survey for distribution in two subsequent rounds. For Round 2, panelists were asked to rate the list of barriers and obstacles identified during Round 1 on a 7-point Likert-type scale (from strongly agree to strongly disagree regarding the importance of each item for ensuring the successful development and sustainability of a school garden program). For the final survey, panelists were asked to use the same Likert-type scale with the shortened list of barriers, challenges, and obstacles resulting from Round 2. This Round resulted in consensus on eight items that were initially considered to be important to address for the successful development and sustainability of school garden programs: lack of time among teachers; lack of continuity of maintenance activities; challenges associated with volunteer involvement; lack of continuity in leadership; issues related to implementing an innovative program into an already existing system designed around traditional classroom instruction; lack of initial and sustained participation among various groups; complexity of school systems; and lack of awareness of external support available for school gardens.
This study demonstrates a process that can be used to develop consensus on what is needed for school garden program success. Such consensus at a local level can be used to inform policy and practice regarding a school garden program.
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