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The Association between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness

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Title: The Association between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness
Language: English
Authors: Lohr, Abby M. (ORCID 0000-0002-7931-1308), Bell, Melanie L., Coulter, Kiera, Marston, Sallie, Thompson, Moses, Carvajal, Scott C., Wilkinson-Lee, Ada M. (ORCID 0000-0003-0203-4792), Gerald, Lynn B., Korchmaros, Josephine
Source: Health Education & Behavior. Oct 2023 50(5):637-646.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Gardening, Student School Relationship, Learner Engagement, Hispanic American Students, Elementary School Students, Student Attitudes, Gender Differences, Age Differences, Program Effectiveness, Disadvantaged Youth, Learning, Academic Achievement
Geographic Terms: Arizona
DOI: 10.1177/10901981221084266
ISSN: 1090-1981
1552-6127
Abstract: When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with [less than or equal to]1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1392322
Database: ERIC
FullText Text:
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  Data: The Association between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness
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  Data: <searchLink fieldCode="AR" term="%22Lohr%2C+Abby+M%2E%22">Lohr, Abby M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7931-1308">0000-0002-7931-1308</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bell%2C+Melanie+L%2E%22">Bell, Melanie L.</searchLink><br /><searchLink fieldCode="AR" term="%22Coulter%2C+Kiera%22">Coulter, Kiera</searchLink><br /><searchLink fieldCode="AR" term="%22Marston%2C+Sallie%22">Marston, Sallie</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Moses%22">Thompson, Moses</searchLink><br /><searchLink fieldCode="AR" term="%22Carvajal%2C+Scott+C%2E%22">Carvajal, Scott C.</searchLink><br /><searchLink fieldCode="AR" term="%22Wilkinson-Lee%2C+Ada+M%2E%22">Wilkinson-Lee, Ada M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0203-4792">0000-0003-0203-4792</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gerald%2C+Lynn+B%2E%22">Gerald, Lynn B.</searchLink><br /><searchLink fieldCode="AR" term="%22Korchmaros%2C+Josephine%22">Korchmaros, Josephine</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Gardening%22">Gardening</searchLink><br /><searchLink fieldCode="DE" term="%22Student+School+Relationship%22">Student School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 10.1177/10901981221084266
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  Data: When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with [less than or equal to]1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.
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        Value: 10.1177/10901981221084266
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      – Text: English
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      – SubjectFull: Gardening
        Type: general
      – SubjectFull: Student School Relationship
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Program Effectiveness
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