School personnel and students, while positive about having a school garden, make suggestions for improved implementationInternational studies document multiple benefits children gain from engagement with school gardens. What’s not been well studied are implementation practices. This study, which is based on the premise that experiencing the benefits of school gardens depends on successful implementation, aimed to gain insight in implementation practices of school gardens.
Four primary schools in Ghent (Flanders, Belgium) participated in the study. A high population density in Flanders results in limited open spaces at and near schools for accommodating school gardens. Fourteen adults and 38 children from the four participating schools shared their garden-related experiences and perceptions through interviews and focus group discussions. The adult group (referred to as “key members”) included teachers, parents, and one headmaster. The participating children were fifth and sixth graders (age 10-13) who had worked in the school gardens. Questions used in the interviews with key members and in the focus groups with children focused on three areas: (a) contextual information on the school garden and perceptions on implementation; (b) perceived effects of a school garden; and (c) attitudes towards the school garden and the development of school garden projects. At the end of each session, participants were also invited to share anything else they wanted to say about the school garden. The interviews and focus group discussions were audiotaped, transcribed, and then analyzed using NVivo software, a qualitative research tool.
According to key members, the idea to start a school garden came primarily from teachers and a school working group referred to as “Environmental Care at School.” The primary motivation for starting a garden was to involve children in nature. Another stated reason was to teach children about vegetables and about how plants grow. Participants were positive about having a school garden and cited several facilitating factors, such as the adaptability of the garden and having a person responsible for the garden. They also cited various barriers, including difficulties with startup, maintenance during summer holidays, and integration in the school curriculum. Suggestions offered for dealing with specific barriers included involving external organizations and parents, expanding the garden, and introducing such motivating factors for children as more colorful plants and the use of gloves. Some key members felt that “improving children’s health” should be added to the goals of the school garden.
Both key members and students indicated that the benefits of the school garden included an increase in children’s knowledge about and interest in vegetables. Neither group, however, reported an increase in children’s vegetable consumption. According to the researchers, this may be due to the lack of parent involvement in the school garden. Other possible reasons were children’s lack of awareness regarding the importance of eating vegetables, the short gardening season, limited time in the garden, and low harvest.
The authors suggest that future school garden projects would do well to take the recommendations of key members and children into account. This, they suggest, could improve implementation and contribute to children’s health.
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