School Gardening and Health and Well-Being of School-Aged Children: A Realist Synthesis

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. This review investigated how school gardens improve health and well-being outcomes for school-aged children, why they work, and in what circumstances. Key interventions included embedding nutrition-based and garden-based education in the curriculum; experiential learning opportunities; family engagement and participation; authority figure engagement; cultural context; use of multi-prong approaches; and reinforcement of activities during implementation. The aim of these interventions was to increase fruit and vegetable intake and address the prevention of childhood obesity. Most interventions were conducted at primary schools with participating children in Grades 2 through 6. Types of positive outcomes included increased fruit and vegetable consumption, dietary fiber and vitamins A and C, improved body mass index, and improved well-being of children. The review shows that combining several of these strategies in school garden programs can lead to better health and well-being for school-aged children. This review is important for “authority figures” within the school system, including school teachers, school principals, and district leaders as strong engagement between students and these authority figures has consistently been shown to be associated with positive health and well-being outcomes, including the success of the school garden programs.