School gardens are used for multidisciplinary academic instruction more than contribution to school nutrition programs

This study examined the results of the first 3 years of a garden-based-learning (GBL) program in South Carolina. The focus was on how educators used a school garden provided to them after they completed a school-based gardening training program.

Thirty-seven educators representing 27 schools responded to an online survey sent to all 102 educators who completed the training. The survey collected information about how the school gardens were administered and used within academic and cafeteria meal programs. The survey consisted of four sections. Section one focused on characteristics of the school and garden (garden size, age of garden, types of plants grown). Section two included questions about how the educator used the garden in terms of time spent in the garden and for what academic purposes. Section three included questions about how the garden was integrated with the overall school, especially in the cafeteria. Section four focused on garden finances and overall management and responsibility for the garden.

Responses indicated that 66% of gardens had been sustained for at least one year. Plants grown in the gardens included vegetables (92%), fruits (32%), herbs (78%), and other (62%) (including ornamental species and species supporting wildlife habitat). Eighty-seven percent of the garden educators were school teachers. Over 50% of the educators used the garden for up to two hours per week, and 32% did so for six hours or more per week. Over 70% of the educators taught in the garden during class time. The subjects they addressed included social studies, history, math, English-language arts, art, and physical education. Thirty-eight percent of the participants used the garden for health and nutrition education. The gardens were generally not integrated with school-wide programs, especially in the cafeteria. Most of the gardens did not contribute food to the cafeteria, and meals provided usually did not align with plants grown in the gardens. Additionally, most of the participants were unaware of what their students were eating or if the food was local. Nearly one-fourth (24%) of the educators indicated they received funding from community or business donations; 29% indicated grant or foundation support. Only 12% obtained funds from their school district.

This study identified several disconnects between school-based gardening and the school environment as a whole. The authors offer several recommendations for a more effective use of garden-based-learning, including educating administrators about the benefits of school gardens. As the authors note, school-based gardens are inexpensive compared to other education reform initiatives and address important issues relating to academic performance and childhood obesity.