The child in the garden: An evaluative review of the benefits of school gardening
School gardens positively impact children's learning and behavior
Gardening takes place in many schools throughout the nation. Blair reviews research in the U.S. on school gardening and its relationship to children’s learning and behavior. The purpose of this study, a review and analysis of literature, was to determine whether a school garden experience for children results in measurable and observable changes in academic achievement and student behavior.
Blair begins her review by highlighting the range of reasons why school gardens exist, which include providing children experiences with natural ecosystems, enhancing children’s understanding of food systems, helping children develop positive environmental attitudes and behaviors, and serving as a basis for experiential learning. Blair then reviews quantitative and qualitative studies on the impact of school gardening on children’s learning and behavior.
Of the 12 quantitative studies reviewed, nine reported significant and positive impacts of gardening with regard to test measures, which included children’s science achievement and food consumption behavior. Of the seven qualitative studies reviewed, Blair found a number of commonalities among study findings, including that students enjoyed and were highly motivated by gardening; students demonstrated improved school attitude and pride in the garden; and gardening enhanced student bonding, teamwork, and learning opportunities. In addition, she reviewed studies that evaluated principals’ and teachers’ opinions about school gardens.
Based on her review of the literature, Blair determined that, overall, current research indicates that gardening can have a positive impact on both student achievement and behavior. She also discusses the methodological limitations of current studies and provides recommendations for future research. Among her recommendations are well-designed longitudinal studies; studies controlling for teacher preparation and experience; and studies examining effects of culture and ethnicity. Because of the importance of teacher preparation and support for managing school-based gardens for instructional purposes, she suggests exploring examples of practices that are effective and those that are not. She also recommends research that would differentiate the impact on academic and behavioral outcomes from both structured and unstructured garden experiences.
Citation
Blair, D., (2009). The child in the garden: An evaluative review of the benefits of school gardening. Journal of Environmental Education, 40(2),
