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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Physical Activity.

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Strategy. School Gardens

Approach. Implement fruit and vegetable gardens in schools to improve knowledge of nutrition, increase physical activity, and allow for hands-on learning

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Overview. School fruit and vegetable gardens encourage students to garden during school or non-school hours with school staff guidance, generally on school grounds. School gardens are typically accompanied by nutrition education, food preparation lessons, and fruit and vegetable tasting opportunities.[1] There is strong evidence that school gardens modestly increase participating children's vegetable consumption and willingness to try new vegetables.[2,3] School gardens can also provide students with hands-on learning opportunities in subjects such as science, math, health, and environmental studies.[4]

Evidence. Scientifically Rigorous Evidence. Strategies based on scientifically rigorous evidence are proven effective across multiple robust studies. While success is highly likely, local impact may vary. Monitor outcomes and use data to tailor these strategies to the community's unique needs.

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • Student knowledge, attitudes, and behavior surveys
  • School climate/ culture survey
  • Teacher/staff observations and feedback on peer influence

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Environmental Health. This strategy improves the impact of physical, chemical, and biological factors in the environment on health.
  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Community Organizing (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of schools that establish fruit and vegetable gardens on their grounds. (Measures the adoption and implementation of the intervention)
  • Number of students who participate in gardening activities during school for non-school hours. (Quantifies the reach and engagement of the focus population)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of school gardens that follow evidence-based guidelines and best practices for design, maintenance, and safety. (Measures the quality and sustainability of the garden implementation)
  • Percent of student gardeners who receive regular nutrition education and food preparation lessons to complement their gardening experience. (Measures the comprehensive and multi-component nature of the intervention)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of community partners and local businesses that contribute resources, expertise, for volunteers to support school garden initiatives. (Measures the community engagement and cross-sector collaboration)
  • Number of schools that integrate garden-based learning and experiential education into their formal school improvement plans for wellness policies. (Measures the institutionalization and prioritization of gardening as an educational strategy)
  • Number of schools that report improvements in student academic performance, attendance, and behavior in connection with the implementation of school gardens. (Shows the broader educational and developmental benefits of the intervention)
  • Number of schools that serve as demonstration sites for learning labs for other schools and communities interested in adopting school garden programs. (Measures the dissemination and scalability of the intervention model)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of school garden leadership teams and student participants that reflect key characteristics of the school community. (Measures the representativeness of the intervention)
  • Percent of school garden educational materials and activities that are relevant, appropriate, and adaptable for students with special needs. (Assesses the responsiveness and usability of the intervention)
  • Percent reduction in gaps in fruit and vegetable consumption, physical activity, and educational outcomes between student subgroups participating in school gardens. (Measures the impact on improving health outcomes)
  • Percent of school and community community partners who perceive school gardens as a valuable strategy for promoting fair food outcomes and environmental stewardship in school settings. (Assesses the alignment with broader social impact and sustainability goals)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

1 Kararo MJ, Orvis KS, Knobloch NA. Eat Your Way to Better Health: Evaluating a garden-based nutrition program for youth. HortTechnology. 2016;26(5):663-668. https://journals.ashs.org/horttech/view/journals/horttech/26/5/article-p663.xml

2 Savoie-Roskos MR, Wengreen H, Durward C. Increasing fruit and vegetable intake among children and youth through gardening-based interventions: A systematic review. Journal of the Academy of Nutrition and Dietetics. https://www.jandonline.org/article/S2212-2672(16)31296-5/fulltext

3 Davis JN, Spaniol MR, Somerset S. Sustenance and sustainability: Maximizing the impact of school gardens on health outcomes. Public Health Nutrition. 2015;18(13):2358-2367. https://www.cambridge.org/core/services/aop-cambridge-core/content/view/2D393F290FB63F92693E252887498443/S1368980015000221a.pdf/div-class-title-sustenance-and-sustainability-maximizing-the-impact-of-school-gardens-on-health-outcomes-div.pdf

4 Berezowitz CK, Bontrager Yoder AB, Schoeller DA. School gardens enhance academic performance and dietary outcomes in children. Journal of School Health. 2015;85(8):508-518. https://onlinelibrary.wiley.com/doi/full/10.1111/josh.12278

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.