Why are School Gardens Important ?

Why are School Gardens important?
Here's what the research says!

Students engaged in hands-on garden lessons showed increased positive attitudes toward content material and learning in general. (Bell 2001, Waliczek 2003)
Participants in a school garden program experienced significant gains in overall GPA in Math and Science. (Murphy 2003)
Students tend to learn more and better when they are actively involved in the learning process. (McCormick et al 1989)
Children with learning disabilities, who participate in gardening activities, had enhanced nonverbal communication skills, developed awareness of the advantages of order, learned how to participate in a cooperative effort, and formed relationships with adults. (Sarver 1985)
There is now a substantial body of research evidence that supports the idea that children’s behavior disorders, such as attention deficit hyperactivity disorder (ADHD) are improved when children are involved in activities outdoors. (Cutting & Kelly, 2015)

Studies show that school gardening increases self-esteem, helps students develop a sense of ownership and responsibility, help foster relationships with family members and increases parental involvement. (J. Alexander & D. Hendren 1998)
Gardening programming positively influenced two constructs: “working with groups” and “self-understanding.” (Robinson & Zajicek 2005)
Linking storytelling with garden programs may serve to educate children about the processes that underlie and interweave diverse cultures’ seasonal traditions. (Bowles 1995)
Gardening can be an ideal vehicle for introducing elements of multicultural education. (Eames-Sheavly 1994)

Students at schools that incorporate hands-on gardening into the curriculum demonstrate more concern for and willingness to care for living things. (Eames-Sheavly 1994; Murphy 2003)
Elementary school and junior high school students gained more positive attitudes about environmental issues after participating in a school garden program. (Waliczek & Zajicek 1999)

Consumption of fruits and vegetables, as a habit in childhood, is an important predictor of higher fruit and vegetable consumption as adults and can help to prevent or delay chronic disease conditions. (Heimendinger & Van Duyn 1995)
After gardening, children have shown more positive attitudes toward fruit and vegetable snacks. (Lineberger 1999)
Proper adolescent nutrition can reduce the risk of overweight, obesity, and other diet-related diseases later in life. Therefore, it is essential for the health and well-being of children that we find a way to encourage their consumption of fresh fruit and vegetables. (McAlees and Rankin 2007)
Students who received garden-based nutrition education were more willing to try vegetables than students who received nutrition education without gardening activities. (Morris 2002)