Claire K. Berezowitz EdM, Andrea B. Bontrager Yoder MM og Dale A. Schoeller
Centers for Disease Control and Prevention's Community Transformation Grant (CTG) Program og Prevention and Public Health Fund of the Affordable Care Act (Board of Regents of the University of Wisconsin System). Grant Number: 3597
Database searches in CABI, Web of Science, Web of Knowledge, PubMed, Education Full Text, Education Resources Information Center (ERIC), and PsychINFO were conducted through May 2013 for peer‐reviewed literature related to school‐day garden interventions with measures of dietary and/or academic outcomes.
Among 12 identified garden studies with dietary measures, all showed increases/improvements in predictors of fruit and vegetable (FV) consumption. Seven of these also included self‐reported FV intake with 5 showing an increase and 2 showing no change. Four additional interventions that included a garden component measured academic outcomes; of these, 2 showed improvements in science achievement and 1 measured and showed improvements in math scores.
This small set of studies offers evidence that garden‐based learning does not negatively impact academic performance or FV consumption and may favorably impact both. Additional studies with more robust experimental designs and outcome measures are necessary to understand the effects of experiential garden‐based learning on children’s academic and dietary outcomes.