Research progress on the relationship between school garden education and the healthy development of children and adolescents

WANG Shilin; XUE Fei

doi:10.16835/j.cnki.1000-9817.2025076

Volume 46 Issue 3

Mar. 2025

Turn off MathJax

Article Contents

Article Navigation > CHINESE JOURNAL OF SCHOOL HEALTH > 2025 > 46(3): 447-451

WANG Shilin, XUE Fei. Research progress on the relationship between school garden education and the healthy development of children and adolescents[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(3): 447-451. doi: 10.16835/j.cnki.1000-9817.2025076

Citation:

WANG Shilin, XUE Fei. Research progress on the relationship between school garden education and the healthy development of children and adolescents[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2025, 46(3): 447-451. doi: 10.16835/j.cnki.1000-9817.2025076

Citation:

PDF( 406 KB)

Research progress on the relationship between school garden education and the healthy development of children and adolescents

doi: 10.16835/j.cnki.1000-9817.2025076

WANG Shilin,
XUE Fei^,

College of Architecture and Urban Planning, Beijing University of Technology, Beijing (100124), China

Received Date: 2024-08-07
Rev Recd Date: 2025-01-14

Available Online: 2025-04-03

Publish Date: 2025-03-25

Abstract

Abstract

School garden education is not only a planting activity, but also an experiential, interdisciplinary, innovative and learning model that integrates gardening and outdoor activities into the school curriculum. The research summarizes the relevant literature at home and abroad and concludes that, by participating in the practical activities of vegetable gardens, children and adolescents could enhance their environmental awareness, promote the formation of healthy eating habits, enhance their hands-on ability and physical activities, and at the same time make them develop positively in their sense of responsibility and social emotions.
- Health education,
- Grardening,
- Health promotion,
- Child,
- Adolescent

FullText(HTML)

References(41)

References

[1]	California School Garden Network. Gardens for learning: creating and sustaining your school garden[Z]. Los Angeles, CA: California School Garden Network, 2010.
[2]	翟俊卿, 陈郁郁, 王西敏. 面向劳动素养提升: 美国中小学学校花园教育探析与启示[J]. 比较教育学报, 2022(1): 81-93. doi: 10.3969/j.issn.2096-7810.2022.01.007 ZHAI J Q, CHEN Y Y, WANG X M. Inspiring and building students' working spirits: the impact of school garden programs on elementary and secondary school students in the US[J]. J Comp Educ, 2022(1): 81-93. (in Chinese) doi: 10.3969/j.issn.2096-7810.2022.01.007
[3]	CASTILLO D, VEGA-MUÑOZ A, SALAZAR-SEPULVED G, et al. Bibliometric mapping of school garden studies: a thematic trends analysis[J]. Horticulturae, 2023, 9(3): 359. doi: 10.3390/horticulturae9030359
[4]	OZER E J. The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development[J]. Health Educ Behav, 2007, 34(6): 846-863.
[5]	BOWKER R, TEARLE P. Gardening as a learning environment: a study of children's perceptions and understanding of school gardens as part of an international project[J]. Learn Environ Res, 2007, 10: 83-100.
[6]	AUSTIN S. The school garden in the primary school: meeting the challenges and reaping the benefits[J]. Education, 2022, 50(6): 707-721. doi: 10.3969/j.issn.2096-045X.2022.06.013
[7]	LOCHNER J, RIECKMANN M, ROBISCHON M. Any sign of virtual school garden exchanges? Education for sustainable development in school gardens since 1992: a systematic literature review[J]. J Educ Sustain Dev, 2019, 13(2): 168-192. doi: 10.1177/0973408219872070
[8]	MONTEIRO A, TORRES A C, CLAVERO S B. Digital technologies and school gardens: possibilities for transformative pedagogies and sustainable development[J]. Iss Educ Res, 2024, 34(1): 123-144.
[9]	SILVA V P, ASSIS F V A. Socio-ecological sustainability and school garden in the early years of elementary school: a systematic literature review[J]. J Sci Educ, 2021, 2(1): 39-52.
[10]	SOUZA D L, MARQUES J D, TENÓRIO S C, et al. Horta escolar como estratégia para educação ambiental em Itupanema, Barcarena, Pará, Brasil[J]. Educação Ambient em Ação, 2021, 19(74). SOUZA D L, MARQUES J D, TENÓRIO S C, et al. School garden as a strategy for environmental education in Itupanema, Barcarena, Para, Brazil[J]. Environ Educ Action, 2021, 19(74). (in Portuguese)
[11]	DAMIANO M, ICHIBA R B, REZENDE M O O. School garden as a proposal for an active methodology in environmental education: an experience report in a state school in São Carlos (Brazil)[J]. Environ Educ (Brazil), 2020, 1(3): 43-52. (in Portuguese)
[12]	SCHREINEMACHERS P, RAI B B, DORJI D, et al. School gardening in Bhutan: evaluating outcomes and impact[J]. Food Secur, 2017, 9: 635-648.
[13]	WARREN L, HOLLAND K, MCCLELLAND A, et al. Learning and growing together: from the classroom to the garden and beyond[J]. J Nutr Educ Behav, 2024, 56(8): S65-S66.
[14]	LANDRY M J, VAN DEN BERG A E, HOELSCHER D M, et al. Impact of a school-based gardening, cooking, nutrition intervention on diet intake and quality: the TX sprouts randomized controlled trial[J]. Nutrients, 2021, 13(9): 3081. doi: 10.3390/nu13093081
[15]	CHRISTIAN M S, EVANS C E L, NYKJAER C, et al. Evaluation of the impact of a school gardening intervention on children's fruit and vegetable intake: a randomised controlled trial[J]. Int J Behav Nutr Phys Act, 2014, 11: 99. doi: 10.1186/s12966-014-0099-7
[16]	JEANS M R, LANDRY M J, VANDYOUSEFI S, et al. Effects of a school-based gardening, cooking, and nutrition cluster randomized controlled trial on unprocessed and ultra-processed food consumption[J]. J Nutr, 2023, 153(7): 2073-2084. doi: 10.1016/j.tjnut.2023.04.013
[17]	HOLLOWAY T P, DALTON L, HUGHES R, et al. School gardening and health and well-being of school-aged children: a realist synthesis[J]. Nutrients, 2023, 15(5): 1190. doi: 10.3390/nu15051190
[18]	PARMER S M, SALISBURY-GLENNON J, SHANNON D, et al. School gardens: an experiential learning approach for a nutrition education program to increase fruit and vegetable knowledge, preference, and consumption among second-grade students[J]. J Nutr Educ Behav, 2009, 41(3): 212-217.
[19]	ALEXANDER G K, GRANNUM D R. School garden benefits: health promotion and environmental conservation[J]. NASN Sch Nurse, 2022, 37(2): 79-82.
[20]	SOMERSET S, MARKWELL K. Impact of a school-based food garden on attitudes and identification skills regarding vegetables and fruit: a 12-month intervention trial[J]. Public Health Nutr, 2009, 12(2): 214-221.
[21]	ANGELES-AGDEPPA I, MONVILLE-ORO E, GONSALVES J F, et al. Integrated school based nutrition programme improved the knowledge of mother and schoolchildren[J]. Matern Child Nutr, 2019, 15: e12794.
[22]	SHRESTHA A, SCHINDLER C, ODERMATT P, et al. Nutritional and health status of children 15 months after integrated school garden, nutrition, and water, sanitation and hygiene interventions: a cluster-randomised controlled trial in Nepal[J]. BMC Public Health, 2020, 20(1): 158.
[23]	GOWELE V F, KINABO J, JUMBE T, et al. High prevalence of stunting and anaemia is associated with multiple micronutrient deficiencies in school children of small-scale farmers from Chamwino and Kilosa districts, Tanzania[J]. Nutrients, 2021, 13(5): 1576.
[24]	CHAN C L, TAN P Y, GONG Y Y. Evaluating the impacts of school garden-based programmes on diet and nutrition-related knowledge, attitudes and practices among the school children: a systematic review[J]. BMC Public Health, 2022, 22(1): 1251.
[25]	WELLS N M, MYERS B M, HENDERSONJR C R. School gardens and physical activity: a randomized controlled trial of low-income elementary schools[J]. Prev Med, 2014, 69: S27-S33.
[26]	HUNTER R F, CHRISTIAN H, VEITCH J, et al. The impact of interventions to promote physical activity in urban green space: a systematic review and recommendations for future research[J]. Soc Sci Med, 2015, 124: 246-256.
[27]	REES-PUNIA E, HOLLOWAY A, KNAUFT D, et al. Effects of school gardening lessons on elementary school children's physical activity and sedentary time[J]. J Phys Act Health, 2017, 14(12): 959-964.
[28]	MAO Y, XIA T, HU F, et al. The greener the living environment, the better the health? Examining the effects of multiple green exposure metrics on physical activity and health among young students[J]. Environ Res, 2024, 250: 118520.
[29]	万宇辉, 陶芳标. 聚焦社会和自然环境共暴露推进儿童青少年心理行为问题风险因素研究[J]. 中国学校卫生, 2024, 45(8): 1065-1069. WAN Y H, TAO F B. Co-exposure to the social and natural environment promotes risk factors for psychological and behavioral problems in children and adolescents[J]. Chin J Sch Health, 2024, 45(8): 1065-1069. (in Chinese)
[30]	POLLIN S, RETZLAFF-FVRST C. The school garden: a social and emotional place[J]. Front Psychol, 2021, 12: 567720.
[31]	OHLY H, GENTRY S, WIGGLESWORTH R, et al. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence[J]. BMC Public Health, 2016, 16: 286.
[32]	LOHR A M, BELL M L, COULTER K, et al. The association between duration of school garden exposure and self-reported learning and school connectedness[J]. Health Educ Behav, 2023, 50(5): 637-646.
[33]	FIFOLT M, MORGAN A F, BURGESS Z R. Promoting school connectedness among minority youth through experience-based urban farming[J]. J Exp Educ, 2018, 41(2): 187-203.
[34]	MANCUSO S, RIZZITELLI S, AZZARELLO E. Influence of green vegetation on children's capacity of attention: a case study in Florence, Italy[J]. Adv Hortic Sci, 2006, 20(3): 220-223.
[35]	CHAWLA L, KEENA K, PEVEC I, et al. Green schoolyards as havens from stress and resources for resilience in childhood and adolescence[J]. Health Place, 2014, 28: 1-13.
[36]	LAM V, ROMSES K, RENWICK K. Exploring the relationship between school gardens, food literacy and mental well-being in youth using photovoice[J]. Nutrients, 2019, 11(6): 1354.
[37]	WOLSEY T D, LAPP D. School gardens: situating students within a global context[J]. J Educ, 2014, 194(3): 53-60.
[38]	LYON A, BRAGG L A. Food for thought: the mathematics of the kitchen garden[J]. Aust Prim Math Classr, 2011, 16(1): 25-30.
[39]	WALSHE R, EVANS N, LAW L. School gardens and student engagement: a systematic review exploring benefits, barriers and strategies[J]. Iss Educ Res, 2024, 34(2): 782-801.
[40]	BERESFORD S A A, ORNELAS I J, GARRITY G, et al. Impact of a school-based intervention and the COVID-19 pandemic on healthy eating in Navajo families: results from the Yéego! Healthy eating and gardening intervention trial[J]. Prev Med Rep, 2024, 46: 102858.
[41]	MANSUROGLU S, SABANCI A. Evaluating primary schools'gardens in terms of environmental contribution to student learning: a case study in Antalya, Turkey[J]. Food Agric Environ, 2010, 8(2): 1097-1102.