School gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment

Three questions framed this study examining the carry-over effects of school gardens on fruit and vegetable (FV) availability at home: (1) Does FV availability at home increase as a result of participation in a school garden educational intervention? (2) Does the effect vary for younger versus older children? (3) Does the fidelity of the garden intervention (i.e., variability of the intervention) affect FV availability at home? While previous research documents the potential for garden-based education for enhancing learning, few studies have focused on how school gardens may influence children's health behaviors, especially in relation to FV consumption. This study was based, in part, on the understanding that what individuals experience in one setting can affect conditions – and possibly, behaviors – in another setting.

Forty-six schools in four different regions around the United States participated in this study. The participating schools did not have gardens prior to the study; and at least 50% of their students qualified for free or reduced-price meals. Participating students were in grades 2, 4, and 5 at the beginning of the study. Interested schools within each region were randomly assigned to participate in an intervention group or a control group. The 24 schools in the intervention group received raised-bed garden kits and a series of grade-appropriate garden-based lessons. The 22 schools in the control group were placed on a waitlist and received the garden kits and related lessons at the end of the study. A modified version of the GEMS FJV Availability Questionnaire was used to assess FV availability at home prior to and at three different times during the garden intervention. This assessment asked students to indicate what fruits and vegetables they can find at home. The students were to choose from a list of 18 fruits and 21 vegetables. Images of each were provided. In analyzing the data, vegetable availability was coded as “high fat” (HFV) or “low fat” (LFV). Examples of high fat vegetables included potato salad and French fries. Vegetables with no fat added were coded as low fat.

In analyzing the data, three levels of garden intervention fidelity (GIF) were considered. These levels were based on records completed by Cooperative Extension experts working with the schools. The composite GIF included the number of lessons delivered, number of FV planted, number of FV harvested, and number of methods through which FV were distributed.

Results showed that the garden intervention led to an increase in low-fat vegetables at home. This increase was greater for the younger (grades 2-3) than the older (grades 4-6) children. Results also indicated that garden intervention fidelity (GIF) predicts home availability of fruit and vegetables. These findings indicate that school gardens, especially if implemented at a young age, have the potential to affect the availability of fruits and vegetables in the home environment.