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Journal articles on the topic 'School nutrition garden'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Runjala, Suneetha, Srividya Rani N, and Shyam Kumara Katta. "Impact of School-based Kitchen Gardening and Nutrition Education on Children's Health and Dietary Habits." Journal of Scientific Research and Reports 31, no. 3 (2025): 398–403. https://doi.org/10.9734/jsrr/2025/v31i32912.

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Over the past 25 years, extensive data on the dietary and nutritional status of rural populations across various Indian states have been collected, conducted by the National Nutrition Monitoring Bureau (NNMB) and the National Institute of Nutrition (NIN), in Hyderabad. These surveys have covered 12 states. The findings reveal that the diets of these rural communities are generally poor and lack essential nutrients. Kitchen or home gardens significantly enhance food security for economically disadvantaged rural families in developing countries. FLD on the establishment of kitchen gardens at sch

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Rochmiyati, Siti, Didi Supriadi, Agustinus Eko Susetyo, and Abdul Rahim. "Tamansiswa's Spirit Through the Nutritious Garden to Supports the Adiwiyata School Program at Tamansiswa Middle School & Vocational School." IMPACTS: International Journal of Empowerment and Community Services 2, no. 1 (2023): 49–55. http://dx.doi.org/10.30738/impacts.v2i1.16062.

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Purpose A comfortable and safe educational environment is necessary for learning. This service aims to develop the Tamansiswa spirit through nutritious gardens in support of the Adiwiyata school program at Tamansiswa Middle School & Vocational School Ngemplak Sleman. Methods – Empowerment and community service activities involving Tamansiswa Ngemplak Sleman Middle School & Vocational School students and Sarjanawiyata Tamansiswa University students. Result and discussions - Tamansiswa Ngemplak Sleman Middle School & Vocational School has some land that is still empty so it can be

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Lineberger, Sarah, and J. M. Zajicek. "498 School Gardens: Do They Affect Children's Food Preferences and Eating Behaviors?" HortScience 34, no. 3 (1999): 531B—531. http://dx.doi.org/10.21273/hortsci.34.3.531b.

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Nutrition plays an important role in the life of a child because of the impact it has on growth, development, and the ability to learn. One part of proper nutrition is consumption of five fruits and vegetables a day. Currently, children eat an average of 2.5 fruits and vegetables a day, which is only half of the recommended servings. Education is needed to help increase consumption. School gardens are one education tool that can provide active hands-on activities in supportive environments. Through gardening, children learn not only what they should eat but also obtain a greater appreciation f

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Mouneshwari, Kammar, P. Biradar A., C. Angadi S., and Y. Vidyavathi G. "Impact of School Nutrition Garden on the Nutrient Intake of Children." Asian Journal of Agricultural Extension, Economics & Sociology 18, no. 2 (2017): 1–6. https://doi.org/10.9734/AJAEES/2017/34018.

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<strong>Aims: </strong>The main objective of the study was to assess the impact of school nutrition garden on the micronutrient intake of children, to combat micronutrient deficiency among children and to increase in ability and interest in incorporating healthier foods. <strong>Sample:</strong> The study was conducted over two year of period at fourteen selected Higher Primary School and High schools of Raichur and Bagalkot taluka covering both public and private schools. The nutrients supplied by the cultivated vegetables were computed using Nutritive Value of Indian Foods [8] using the and

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Permana, Deni. "Analisis Dampak Kebijakan Program Kebun Sekolah untuk Mengatasi Kekurangan Gizi pada Anak." ANTASENA: Governance and Innovation Journal 1, no. 2 (2023): 100–107. http://dx.doi.org/10.61332/antasena.v1i2.213.

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The school garden program has been implemented as one of the efforts to address malnutrition among children. This analysis aims to evaluate the impact of the policy on students' nutritional status and its effectiveness in increasing nutritious food intake. The study involved data collection through surveys, interviews, and measurement of nutritional status before and after the implementation of the program. The results of the analysis show that school gardens have a positive impact in improving students' knowledge about nutrition and healthy eating. Students were directly involved in the proce

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Bolshakova, Virginia L. J., John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, and Jessica Guild. "Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living." Journal of Youth Development 13, no. 3 (2018): 111–35. http://dx.doi.org/10.5195/jyd.2018.621.

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School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer

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Somerset, Shawn, and Antoine Bossard. "Variations in prevalence and conduct of school food gardens in tropical and subtropical regions of north-eastern Australia." Public Health Nutrition 12, no. 9 (2009): 1485–93. http://dx.doi.org/10.1017/s1368980008004552.

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AbstractObjectivesTo determine the prevalence and usage of food gardens in primary schools in three distinct climatic regions of north-eastern Australia.DesignCross-sectional surveys combining quantitative and qualitative data collection. Two separate telephone questionnaires were developed and implemented, according to the presence or absence of a food garden within the school. Main outcome measures were answers to scaled response and open-ended questions related to factors supporting and inhibiting the establishment and sustainability of school food gardens.SettingAll state primary schools i

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Hazzard, Eric L., Elizabeth Moreno, Deborah L. Beall, and Sheri Zidenberg-Cherr. "An evaluation of the California Instructional School Garden Program." Public Health Nutrition 15, no. 2 (2011): 285–90. http://dx.doi.org/10.1017/s1368980011001248.

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AbstractObjectiveCalifornia Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP.DesignA mid-term evaluation was used to assess the degree to which s

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Landry, Matthew J., Alexandra E. van den Berg, Deanna M. Hoelscher, et al. "Impact of a School-Based Gardening, Cooking, Nutrition Intervention on Diet Intake and Quality: The TX Sprouts Randomized Controlled Trial." Nutrients 13, no. 9 (2021): 3081. http://dx.doi.org/10.3390/nu13093081.

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School gardens have become common school-based health promotion strategies to enhance dietary behaviors in the United States. The goal of this study was to examine the effects of TX Sprouts, a one-year school-based gardening, cooking, and nutrition cluster randomized controlled trial, on students’ dietary intake and quality. Eight schools were randomly assigned to the TX Sprouts intervention and eight schools to control (i.e., delayed intervention) over three years (2016–2019). The intervention arm received: formation and training of Garden Leadership Committees; a 0.25-acre outdoor teaching g

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Rector, Colette, Nadhira Nuraini Afifa, Varun Gupta, et al. "School-Based Nutrition Programs for Adolescents in Dodoma, Tanzania: A Situation Analysis." Food and Nutrition Bulletin 42, no. 3 (2021): 378–88. http://dx.doi.org/10.1177/03795721211020715.

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Background: Tanzania has a double burden of malnutrition, including a high prevalence of undernutrition and an increasing prevalence of overweight and obesity among adolescents. Schools present a valuable opportunity to reach a large section of the country’s adolescent population with nutrition-oriented interventions. Objective: The objective of this study was to assess the current state of adolescent school nutrition interventions in Dodoma, Tanzania, with emphasis on 3 potential school-based nutrition interventions, school vegetable gardens, school meals, and education (on nutrition, agricul

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Taylor, Carl, Elizabeth B. Symon, Amy Dabbs, Alexander Way, and Olivia M. Thompson. "Assessing a School Gardening Program as an Integrated Component of a Pilot Farm-to-school Initiative Based in South Carolina." HortTechnology 27, no. 2 (2017): 228–34. http://dx.doi.org/10.21273/horttech03543-16.

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South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously co

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Estuti, Wiwit, Uun Kunaepah, and Isnar Nurul Alfiyah. "ACCELERATION AND INNOVATION OF PRODUCTS MADE FROM LOCAL FOOD AT SMAN 1 BEBER, CIREBON REGENCY." Jurnal Abdisci 1, no. 8 (2024): 256–65. http://dx.doi.org/10.62885/abdisci.v1i8.327.

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School is a very effective place of learning and character-building for students. Education in schools greatly influences knowledge, attitudes, consumption behaviors, and food choices. The Healthy Canteen and School Nutrition Garden are part of health education in schools. Educational institutions must be able to present and provide healthy canteens, as well as healthy food and school nutrition gardens, as one of the services that schools must provide to realize intelligent and healthy children. Therefore, schools are expected to accelerate and innovate food products made based on local food i

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Turner-Hill, Baerbel, Christian Ludwig, and Lena Böttger. "Teaching in the Garden: School Gardens as a Space for Environmental and English Learning." Ecozon@: European Journal of Literature, Culture and Environment 12, no. 1 (2021): 83–106. http://dx.doi.org/10.37536/ecozona.2021.12.1.4007.

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School gardens as settings for learning outside the classroom are becoming increasingly popular. They allow students to learn in an authentic way as they engage in a variety of activities and materials. More importantly, they also represent a powerful place and tool for environmental education as students are not only exposed to nature but also gain positive environmental experiences. This paper examines school gardens as a place for both enhancing students’ English language competences and fostering critical environmental literacy. The first section of the paper focuses on garden-based educat

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Lineberger, Sarah E., and Jayne M. Zajicek. "School Gardens: Can a Hands-on Teaching Tool Affect Students' Attitudes and Behaviors Regarding Fruit and Vegetables?" HortTechnology 10, no. 3 (2000): 593–97. http://dx.doi.org/10.21273/horttech.10.3.593.

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Nutrition in the Garden is a garden program designed to help teachers integrate nutrition education into their classroom using a hands-on tool, the garden. The objectives of this research project were to 1) develop a garden activity guide to help teachers integrate nutrition education, specifically as it relates to fruit and vegetables, into their curricula, 2) evaluate whether students developed more positive attitudes towards fruit and vegetables by participating in the garden program, and 3) evaluate whether students developed better nutritional behavior by eating more fruit and vegetables

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Kunaepah, Uun, Wiwit Estuti, and Isnar Nurul Alfiyah. "EDUCATION ON SAFE, HEALTHY AND NUTRITIOUS FOOD THROUGH THE PRACTICAL MODULE NUTRITION GOES TO SCHOOL (NGTS) AT SMAN 1 BEBER AND IIBS SD/SMP FAJAR HIDAYAH, CIREBON REGENCY." Jurnal Abdisci 1, no. 9 (2024): 303–13. http://dx.doi.org/10.62885/abdisci.v1i9.342.

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School is a convenient place for learning and character formation of students. Education in school greatly influences knowledge, attitudes, and behaviors of consumption and choosing food. School is a place to teach, socialize, and apply good habits because most children spend their time at school. Education about healthy food is critical so that it becomes a good habit in the future. The role of teachers and parents at this time is significant. Nutrition Goes To School (NGTS) is a SEAMEO Recfon Program that promotes healthy canteens and school nutrition gardens. The Healthy Canteen and School

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Wang, Dongqing, Leonard Kamanga Katalambula, Andrea R. Modest, et al. "Meals, Education, and Gardens for In-School Adolescents (MEGA): study protocol for a cluster randomised trial of an integrated adolescent nutrition intervention in Dodoma, Tanzania." BMJ Open 12, no. 7 (2022): e062085. http://dx.doi.org/10.1136/bmjopen-2022-062085.

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IntroductionSecondary schools have the transformative potential to advance adolescent nutrition and provide a unique entry point for nutrition interventions to reach adolescents and their families and communities. Integrated school nutrition interventions offer promising pathways towards improving adolescent nutrition status, food security and building sustainable skill sets.Methods and analysisThe Meals, Education, and Gardens for In-School Adolescents (MEGA) project aims to implement and evaluate an integrated, school-based nutrition intervention package among secondary schools in the Chamwi

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Langellotto, Gail A., and Abha Gupta. "Gardening Increases Vegetable Consumption in School-aged Children: A Meta-analytical Synthesis." HortTechnology 22, no. 4 (2012): 430–45. http://dx.doi.org/10.21273/horttech.22.4.430.

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Although a handful of published reports suggest that garden-based nutrition education programs are effective in increasing fruit and vegetable consumption, many of these studies have low statistical power because of small sample sizes and lack of long-term data. In this study, we used meta-analytical techniques to examine the efficacy of garden-based nutrition education programs for increasing children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables. We confined our analysis to peer-reviewed studies that examined programs that were deliver

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Tangen, Donna, and Ruth Fielding-Barnsley. "Environmental Education in a Culturally Diverse School." Australian Journal of Environmental Education 23 (2007): 23–30. http://dx.doi.org/10.1017/s0814062600000689.

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AbstractSchool gardens provide a unique learning environment for English as Second Language (ESL) students; students are able to engage in experiential outdoor learning that will enhance in-class lessons. This study evaluated the effects of school gardening on ESL students' learning about good nutrition. Data collected indicated that there were positive gains in student learning and feelings of belonging to the school community. Indications from the study suggest that teacher attitudes play a big part in ESL student engagement in the learning process for environmental education. Garden-enhance

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Kararo, Matthew J., Kathryn S. Orvis, and Neil A. Knobloch. "Eat Your Way to Better Health: Evaluating a Garden-based Nutrition Program for Youth." HortTechnology 26, no. 5 (2016): 663–68. http://dx.doi.org/10.21273/horttech03225-16.

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Eat Your Way to Better Health (EYWTBH) is a garden-based nutrition education program that was conducted and evaluated for 3 years in Indiana third-grade classrooms. Program participants started and maintained their own school gardens as a part of an authentic experiential learning curriculum designed to reconnect youth with where their food comes from and educate about healthy eating habits. Implementation lasted between 8 and 12 weeks and outcomes were evaluated using pre- and postprogram questionnaires. Results showed that upon completion of the EYWTBH program, youth reported a higher health

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Ejoh, Shirley I., Ifeoluwa Bodunde, Aminat Oyedele, Melanie A. Gerdes, and Rachel E. Scherr. "Process and outcome of a four-week garden-enhanced nutrition education programme to improve knowledge and vegetable consumption of school-age children in Ibadan, Nigeria." World Nutrition 16, no. 2 (2025): 53–65. https://doi.org/10.26596/wn.202516253-65.

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Background Diets of school-age children are increasingly becoming energy-dense, coupled with the poor consumption of vegetables and fruits. This situation predisposes them to malnutrition and non-communicable diseases. A garden-enhanced nutrition education programme was therefore designed to promote knowledge and consumption of vegetables. Objective To design a garden-enhanced nutrition education programme to promote knowledge and consumption of vegetables. Methods A 4-week garden-enhanced nutrition education pilot programme tagged ‘Kids Nutrigarden Vacation School (KNGVS) was implemented duri

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Carlsson, Liesel, Patricia L. Williams, Jessica S. Hayes-Conroy, Daphne Lordly, and Edith Callaghan. "School Gardens: Cultivating Food Security in Nova Scotia Public Schools?" Canadian Journal of Dietetic Practice and Research 77, no. 3 (2016): 119–24. http://dx.doi.org/10.3148/cjdpr-2015-051.

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Purpose: A small but growing body of peer-reviewed research suggests that school gardens can play a role in building community food security (CFS); however, to date little research exploring the role of school gardens in supporting CFS is available. This paper begins to address this gap in the literature. Methods: A qualitative, exploratory, single-case study design was used. The focus of this case study was the school food garden at an elementary school in the River Valley, Nova Scotia, school community. Results: Results provide useful information about potential CFS effects of school gardens

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Landry, Matthew, Fiona Asigbee, Sarvenaz Vandyousefi, et al. "Effects of TX Sprouts, A School-Based Cluster Randomized Gardening, Nutrition, and Cooking Intervention, on Dietary Quality." Current Developments in Nutrition 4, Supplement_2 (2020): 1321. http://dx.doi.org/10.1093/cdn/nzaa059_038.

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Abstract Objectives School gardens have become a common school-based health promotion strategy to enhance dietary behaviors in the US. The goal of this study was to examine the effects of TX Sprouts, a one-year school-based gardening, nutrition, and cooking cluster randomized trial on dietary quality. Methods Eight schools were randomly assigned to TX Sprouts intervention and eight schools to control (i.e., delayed intervention) over three years (2016–2019). The intervention arm received: formation of Garden Leadership Committees; a 0.25-acre outdoor teaching garden; 18 student lessons includi

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Sarb, Kevin. "School Garden Food Service Toolkit: A Guide for School Nutrition Professionals." Journal of Nutrition Education and Behavior 42, no. 4 (2010): S74—S75. http://dx.doi.org/10.1016/j.jneb.2010.03.015.

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Geller, Karly S., Margaret J. Melbye, Richard R. Rosenkranz, Candice Shoemaker, and David A. Dzewaltowski. "Measuring Elementary-aged Children’s Self-efficacy and Proxy Efficacy for Gardening and Related Health Behaviors." HortTechnology 25, no. 6 (2015): 731–41. http://dx.doi.org/10.21273/horttech.25.6.731.

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After-school garden programs may be an effective setting to reach school-age children to promote nutritious diets and physical activity, while reducing sedentary behavior. The current analyses drew data from Project PLANTS (i.e., promoting lifelong activity and nutrition through schools), an after-school randomized controlled trial focusing on the prevention of obesity among children through garden clubs. The purpose of the current study was to evaluate the psychometric properties of a scale measuring children’s self-efficacy and proxy efficacy within the after-school, gardening context. In ad

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Estuti, Wiwit, Uun Kunaepah, and Isnar Nurul Alfiyah. "EDUCATION ON HEALTHY, SAFE, AND NUTRITIOUS LOCAL FOOD THROUGH THE NUTRITION GO TO SCHOOL (NGTS) SCHOOL GARDEN PILOT MODEL IN CIREBON CITY." Jurnal Abdisci 1, no. 10 (2024): 345–58. http://dx.doi.org/10.62885/abdisci.v1i10.403.

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School is a very effective place for learning and character formation of students. Knowledge, attitudes and behaviors in choosing, processing and consuming food are greatly influenced by education in schools. Schools that have a school garden are an important component and greatly contribute to realizing healthy students. The school has sought the availability of a nutrient garden in the school during the NGTS Community Service activity carried out with SEAMEO in 2019. NGTS activities have contributed with the existence of model school gardens in 4 (four) locations, namely SMPN 7, SMPN 5, SD S

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Morgan, Philip J., Janet M. Warren, David R. Lubans, Kristen L. Saunders, Garbrielle I. Quick, and Clare E. Collins. "The impact of nutrition education with and without a school garden on knowledge, vegetable intake and preferences and quality of school life among primary-school students." Public Health Nutrition 13, no. 11 (2010): 1931–40. http://dx.doi.org/10.1017/s1368980010000959.

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AbstractObjectiveTo investigate the impact of school garden-enhanced nutrition education (NE) on children’s fruit and vegetable consumption, vegetable preferences, fruit and vegetable knowledge and quality of school life.DesignQuasi-experimental 10-week intervention with nutrition education and garden (NE&G), NE only and control groups. Fruit and vegetable knowledge, vegetable preferences (willingness to taste and taste ratings), fruit and vegetable consumption (24 h recall × 2) and quality of school life (QoSL) were measured at baseline and 4-month follow-up.SettingTwo primary schools in

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Kuntariningsih, Apri. "Impact Analysis of School Garden Program to Overcome Malnutrition ofChildren." Jurnal Kesehatan Komunitas 4, no. 1 (2018): 26–32. http://dx.doi.org/10.25311/keskom.vol4.iss1.223.

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The sustainable development goals (SDGs), one of thems ends hunger, achieves food security and improves nutrition, and encourages sustainable agriculture. Lack of fruit and vegetable consumption causes malnutrition. The purpose of this study is to distinguish the root cause of malnutrition and to analyze alternative policy to overcome nutrition improvement for children. This method of this study uses a qualitative approach, where the research was in schoolings in Blitar and Kediri. The subjects of this research are 30 people including: 10 students, 5 teachers, 5 food vendors at school and 10 p

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Baliki, Ghassan, Dorothee Weiffen, Pepijn Schreinemachers, et al. "Effect of an Integrated School Garden and Home Garden Intervention on Anemia Among School-Aged Children in Nepal: Evidence From a Cluster Randomised Controlled Trial." Food and Nutrition Bulletin 44, no. 3 (2023): 195–206. http://dx.doi.org/10.1177/03795721231194124.

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Background: Integrated school and home garden interventions can improve health outcomes in low-income countries, but rigorous evidence remains scarce, particularly for school-aged children and to reduce anemia. Objective: We test if an integrated school and home garden intervention, implemented at pilot stage, improves hemoglobin levels among school children (aged 9-13 years) in a rural district in the mid-hills of Nepal. Methods: We use a cluster randomized controlled trial with 15 schools each in the control and treatment groups (n = 680 school children). To test if nutritional improvements

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Selvarani K. and Subathra B. "Nutri-Gardens: A Way to Manage Malnutrition and Ensure Food Security." International Journal of Environment and Climate Change 14, no. 2 (2024): 23–29. http://dx.doi.org/10.9734/ijecc/2024/v14i23916.

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Aims: This opinion article aims to discuss about the origin of Nutri-garden and different designs of Nutri-garden and its major contributions on eradicating malnutrition/under nutrition and ensuring food security and diet diversity in India. Origin: Nutri-garden is the advanced form of home/kitchen garden and the recent awareness on importance of Nutri-garden /Poshan Vatikas is created by Union Ministry of Women and Child Development and the Ministry of Ayush, Government of India. Nutri-Garden Layout and Model: Generally, circular and rectangle designs are followed in Nutri-garden.

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Gardner, Kate, P. Koch, and I. R. Contento. "Characteristics of Active New York City School Gardens According to the School Garden Integration Framework." Journal of Nutrition Education and Behavior 46, no. 4 (2014): S151. http://dx.doi.org/10.1016/j.jneb.2014.04.142.

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Poston, Suzanne A., Candice A. Shoemaker, and David A. Dzewaltowski. "A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting." HortTechnology 15, no. 3 (2005): 463–67. http://dx.doi.org/10.21273/horttech.15.3.0463.

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After-school time is currently underutilized as a potential setting to promote healthy eating in children. Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared to investigate their influence on nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. Third through fifth graders participated in an after summer-school program (n = 11

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Carberry, Andrew, and Marsha Spence. "Youth Can! Grow Healthy: A Formative Evaluation of a Positive Youth Development Program." Journal of Youth Development 8, no. 2 (2013): 41–56. http://dx.doi.org/10.5195/jyd.2013.95.

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This paper presents a formative evaluation of an afterschool program that combined positive youth development and school garden curricula. Novel approaches were used to teach elementary school children about gardening and nutrition, and to engage them in advocacy for healthy community physical activity and nutrition environments. The youth development curriculum included sessions on team building, community pride, healthy eating, physical activity, and advocacy. Photovoice methods were used to allow participants to assess their community and communicate findings with community leaders. The sch

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Kim, Seon-Ok, and Sin-Ae Park. "Garden-Based Integrated Intervention for Improving Children’s Eating Behavior for Vegetables." International Journal of Environmental Research and Public Health 17, no. 4 (2020): 1257. http://dx.doi.org/10.3390/ijerph17041257.

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This study was conducted to develop and verify the effects of a garden-based integrated intervention for improving children’s eating behavior for vegetables. A pre-post-test experimental design was employed. The participants were 202 elementary school students (average age: 11.6 ± 1.5 years). The garden-based integrated intervention program was conducted during regular school hours for a total of 12 weeks. The program, based on a mediator model for improving children’s eating behavior, included gardening, nutritional education, and cooking activities utilizing harvests. In order to examine eff

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Ensle, Karen. "Get Your School or Community Garden Growing." Journal of Nutrition Education and Behavior 46, no. 4 (2014): S111. http://dx.doi.org/10.1016/j.jneb.2014.04.042.

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Holloway, Timothy P., Lisa Dalton, Roger Hughes, et al. "School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis." Nutrients 15, no. 5 (2023): 1190. http://dx.doi.org/10.3390/nu15051190.

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School environments can create healthy settings to foster children’s health and well-being. School gardening is gaining popularity as an intervention for healthier eating and increased physical activity. We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances. The context and mechanisms of the specific school gardening interventions (n = 24) leading to positive health and well-being outcomes for school-aged children were assessed. The impetus of many interventions was to increase fru

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Davis, Jaimie N., Matthew J. Landry, Sarvenaz Vandyousefi, et al. "Effects of a School-Based Nutrition, Gardening, and Cooking Intervention on Metabolic Parameters in High-risk Youth." JAMA Network Open 6, no. 1 (2023): e2250375. http://dx.doi.org/10.1001/jamanetworkopen.2022.50375.

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ImportanceAlthough school-based gardening programs for children have consistently been shown to improve dietary behaviors, no cluster randomized clinical trial (RCT) has evaluated the effects of a school-based gardening intervention on metabolic outcomes.ObjectiveTo evaluate the effects of a school-based gardening, nutrition, and cooking intervention (Texas Sprouts) on changes in metabolic outcomes in elementary schoolchildren.Design, Setting, and ParticipantsThis study was a secondary analysis of a cluster RCT, conducted over 3 years from 2016 to 2019, at low-income elementary schools with ma

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Fadhillah, Muhammad Dzaki, Suharno, and Yusalina. "Analisis Kelayakan Pengembangan Bisnis Sayuran Hidroponik (Studi Kasus Kebun Gizi Hidroponik Pondok Pesantren Hidayatullah Depok)." Forum Agribisnis 14, no. 2 (2024): 114–24. http://dx.doi.org/10.29244/fagb.14.2.114-124.

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Hydroponic Nutrition Garden at Hidayatullah Islamic Boarding School Depok is a Corporate Social Responsibility (CSR) program of Kimia Farma that utilizes the potential of Islamic boarding schools to support the development of economic independence at Hidayatullah Islamic Boarding School Depok. The demand for hydroponic vegetables in this nutrition garden continues to increase, but the amount of production has not met this demand, therefore it needs development. The results of the analysis on non-financial aspects state that the development of a hydroponic vegetable business is feasible based o

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Khalil, Mona, and Carolyn Moore. "The Impact of an After-School Garden Enhanced Education (GENE) on Skin Carotenoids as a Measure of Vegetable Consumption on Diverse, Low-Income Children." Current Developments in Nutrition 6, Supplement_1 (2022): 60. http://dx.doi.org/10.1093/cdn/nzac049.006.

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Abstract Objectives School gardens can have a positive impact on children's preference and intake of vegetables using a multi-component gardening curriculum. Reflection spectroscopy (RS) is a noninvasive method of measuring skin carotenoid levels which correlates with fruit and vegetable intake. The Boys and Girls Clubs of Greater Houston (BGCGH) provide after-school and summer programs for diverse, low-income youth. The purpose of this study was to determine if a new nutrition garden program increased skin carotenoid scores of BGCGH children as a measure of vegetable consumption. Methods Chil

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Kammar, Mouneshwari, A. Biradar, S. Angadi, and G. Vidyavathi. "Impact of School Nutrition Garden on the Nutrient Intake of Children." Asian Journal of Agricultural Extension, Economics & Sociology 18, no. 2 (2017): 1–6. http://dx.doi.org/10.9734/ajaees/2017/34018.

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Mubashir, Maira, Romaina Iqbal, and Sabahat Naz. "Seeds of change: fostering nutritional education through school kitchen gardens." Journal of the Pakistan Medical Association 74, no. 6 (2024): 1206. http://dx.doi.org/10.47391/jpma.11306.

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Dear Sir / Madam Eighty-two percent of adolescents are at risk of developing Non-Communicable Diseases (NCDs) due to physical inactivity and low fruit and vegetable intake Research has consistently shown that vegetable consumption in children is well below recommended amounts. According to a recent study in Karachi, consumption of discretionary food items such as food that is not necessary to fulfil the nutrient requirement and is consumed for enjoyment such as sugar-sweetened beverages was more than vegetable intake in school children. A key aspect of addressing the issue lies in promoting di

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Poston*, Suzanne A., and Candice A. Shoemaker. "Preliminary Study of the Impact of an After School Gardening and Nutrition Program on Children's Nutrition Knowledge, Fruit and Vegetable Preference, and Self-efficacy of Gardening and Eating Fruits and Vegetables." HortScience 39, no. 4 (2004): 838A—838. http://dx.doi.org/10.21273/hortsci.39.4.838a.

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Two age appropriate curricula for third through fifth graders, Professor Popcorn (PP) and Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared for their effectiveness in teaching nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruits and vegetables as part of an after school learning program. Eighteen third through fifth graders participated in an eight lesson summer program (11 in PP, 7 in JMG), and eleven fourth graders participated in JMG during the fall. Knowledge, preference and self-efficacy m

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Black, Jennifer L., Cayley E. Velazquez, Naseam Ahmadi, et al. "Sustainability and public health nutrition at school: assessing the integration of healthy and environmentally sustainable food initiatives in Vancouver schools." Public Health Nutrition 18, no. 13 (2015): 2379–91. http://dx.doi.org/10.1017/s1368980015000531.

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AbstractObjectiveTo describe the development and application of the School Food Environment Assessment Tools and a novel scoring system to assess the integration of healthy and environmentally sustainable food initiatives in elementary and secondary schools.DesignThe cross-sectional study included direct observations of physical food environments and interviews with key school personnel regarding food-related programmes and policies. A five-point scoring system was then developed to assess actions across six domains: (i) food gardens; (ii) composting systems; (iii) food preparation activities;

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Klisch, Shannon A., and Katherine E. Soule. "Schools as Hubs of Health: A Comprehensive Supplemental Nutrition Assistance Program—Education Model for Promoting Wellness in Low-Income Communities." Children 11, no. 5 (2024): 525. http://dx.doi.org/10.3390/children11050525.

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Research indicates that health interventions are most effective when they address multiple social determinants of health to support positive behavior. Schools as Hubs of Health, a comprehensive model of nutrition and physical activity education, was developed to support wellness within school communities defined as low-income by the national Supplemental Nutrition Assistance Program Education (SNAP-Ed). Components of the model include the following: classroom education; garden education; youth engagement; staff training; parent and community engagement; and policies, systems, and environments.

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Turner, Lindsey, Julien Leider, Elizabeth Piekarz, et al. "Facilitating Fresh: State Laws Supporting School Gardens Are Associated With Use of Garden-Grown Produce in School Nutrition Services Programs." Journal of Nutrition Education and Behavior 49, no. 6 (2017): 481–89. http://dx.doi.org/10.1016/j.jneb.2017.03.008.

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Bansal, Vishakha, Sudha Babel, Gaytri Tiwari, et al. "Nutritional Assessment of Farm Women under Nutri-Smart Village Programme." International Journal of Environment and Climate Change 13, no. 8 (2023): 2037–45. http://dx.doi.org/10.9734/ijecc/2023/v13i82161.

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The objectives of the programme were to promoting nutritional awareness, education and behavioural change in rural area involving farm women and school children, harnessing traditional knowledge through local recipe to overcome malnutrition and implementing nutrition sensitive agriculture through homestead agriculture and nutri-garden. For this study, All India Coordinated Research Project on Women in Agriculture, MPUAT, Udaipur adopted five villages of Badgaon Panchayat Samiti to make Nutri Smart Villages i.e. Madar, Thoor, Brahmano ki hunder, Feniyon ka guda and Loyra. Regarding nutritional,

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Iqbal, Mohd Shamim, Amanda C. Palmer, Jillian Waid, S. M. Mustafizur Rahman, Md M. Islam Bulbul, and Tahmeed Ahmed. "Nutritional Status Among School-Age Children of Bangladeshi Tea Garden Workers." Food and Nutrition Bulletin 41, no. 4 (2020): 424–29. http://dx.doi.org/10.1177/0379572120965299.

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Background: While considerable progress has been made in reducing undernutrition in Bangladesh, regional disparities are known to exist, and certain population subgroups may lag behind. Objective: To characterize nutritional status among school-age children in a historically marginalized population of Bangladesh. Methods: We conducted a cross-sectional assessment of children attending 14 nongovernmental organization-operated schools serving the tea estate population in Kulaura Upazila, Sylhet Division. We randomly selected 168 children from a population of 418 whose parents attended school-org

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van Wijk, Geertje, Lisa van Antwerpen, Femke A. Hoefnagels, Sjef J. J. M. Staps, and Marieke C. E. Battjes-Fries. "The feasibility of combining greening schoolyards and nutrition education in primary schools: A qualitative study." PLOS ONE 19, no. 11 (2024): e0313773. http://dx.doi.org/10.1371/journal.pone.0313773.

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Objective An increasing number of children in the Netherlands is overweight or obese, which is largely attributable to an unhealthy lifestyle and unhealthy living environment. Nutrition education and greening the schoolyard, for example with a vegetable garden, have independently been studied and are shown to be effective in teaching children a healthy lifestyle and providing a healthy living environment. However, the feasibility of combining nutrition education and greening the schoolyard has not been studied yet. Therefore, this study aimed to provide insight into primary schools’ vision on

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Prinsloo, Reineth, and V. Pillay. "Impact of the Integrated Food and Nutrition Programme in Kungwini, South Africa." Social Work and Social Sciences Review 17, no. 2 (2014): 6–21. http://dx.doi.org/10.1921/swssr.v17i2.552.

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This article discusses the impact of the Integrated Food and Nutrition Programme (IFNP) in light of collaborative partnerships for poverty reduction in a developing municipal area in South Africa. The programme aimed to develop home, community and school food gardens to meet the daily nutritional needs of poor households and the process was then to be broadened into marketing surplus garden produce, providing employment and income-generating opportunities. The programme thus aimed to address more than just basic food and nutrition. The purpose of the research was to obtain data through partici

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Tamai, Tina, Vanessa Buchthal, Erica Cornwell, and Katie Heinrich. "Waimanalo Elementary/Intermediate School (WEIS) Garden-to-Classroom Project." Journal of Nutrition Education and Behavior 42, no. 4 (2010): S132. http://dx.doi.org/10.1016/j.jneb.2010.03.161.

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Gusman, Tania Avianda, Putri Ramadhani, Sodikin Sodikin, and Arif Nurudin. "Training on Making Crackers From Manalagi Mango Pulp as Healthy Snacks for Students of SMA Muhammadiyah Kedawung." Society : Jurnal Pengabdian Masyarakat 4, no. 2 (2025): 223–40. https://doi.org/10.55824/jpm.v4i2.522.

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This community service activity aims to process Manalagi mango flesh into healthy and economically valuable snacks, which are one of the local wisdom fruits typical of Cirebon. This community service activity begins with observation, socialization, training, and evaluation so that SMA Muhammadiyah Kedawung students can understand how to process mango flesh, which is abundant and valuable in the school garden. The results of this community service are crackers that have the distinctive taste and aroma of Manalagi mango and have nutrition and economic value. This activity can also invite SMA Muh

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