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The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness.
Lohr, Abby M; Bell, Melanie L; Coulter, Kiera; Marston, Sallie; Thompson, Moses; Carvajal, Scott C; Wilkinson-Lee, Ada M; Gerald, Lynn B; Korchmaros, Josephine.
Afiliação
  • Lohr AM; The University of Arizona, Tucson, AZ, USA.
  • Bell ML; The University of Arizona, Tucson, AZ, USA.
  • Coulter K; The University of Arizona, Tucson, AZ, USA.
  • Marston S; The University of Arizona, Tucson, AZ, USA.
  • Thompson M; The University of Arizona, Tucson, AZ, USA.
  • Carvajal SC; The University of Arizona, Tucson, AZ, USA.
  • Wilkinson-Lee AM; The University of Arizona, Tucson, AZ, USA.
  • Gerald LB; The University of Arizona, Tucson, AZ, USA.
  • Korchmaros J; The University of Arizona, Tucson, AZ, USA.
Health Educ Behav ; 50(5): 637-646, 2023 10.
Article em En | MEDLINE | ID: mdl-35311372
ABSTRACT
When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with ≤1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Instituições Acadêmicas / Jardins Tipo de estudo: Prognostic_studies / Qualitative_research / Risk_factors_studies Limite: Child / Female / Humans Idioma: En Revista: Health Educ Behav Assunto da revista: CIENCIAS DO COMPORTAMENTO / EDUCACAO / SAUDE PUBLICA Ano de publicação: 2023 Tipo de documento: Article País de afiliação: Estados Unidos

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Instituições Acadêmicas / Jardins Tipo de estudo: Prognostic_studies / Qualitative_research / Risk_factors_studies Limite: Child / Female / Humans Idioma: En Revista: Health Educ Behav Assunto da revista: CIENCIAS DO COMPORTAMENTO / EDUCACAO / SAUDE PUBLICA Ano de publicação: 2023 Tipo de documento: Article País de afiliação: Estados Unidos