Purpose: The purpose of this study was to perform a systematic review and meta-analysis of randomized controlled, quasi-experimental, cluster controlled trials and controlled comparison studies, that have examined the impact of school-based teaching interventions on healthy eating outcomes of elementary school children through the use of experiential learning approaches (e.g., school gardens).

Methods: The systematic literature search was conducted using a range of electronic databases (A + Education; The Cochrane Central Register of Controlled Trials (CENTRAL); ERIC; Journals@Ovid; MEDLINE; ProQuest Central; PsycINFO; and SAGE Health Sciences Full-Text Collection) from 1990 to 31st October 2018. The review was limited to studies published in English that utilised experiential learning pedagogies in order to influence at least one of the following four healthy eating outcomes: 1) reduced food consumption or energy intake; 2) increased fruit and vegetable consumption or preference; 3) reduced sugar consumption or preference (not from whole fruit); and 4) increased nutritional knowledge.

Results: Experiential-learning approaches were used in 14 studies to improve fruit and vegetable consumption or preference in elementary school children. Initial results suggest that these studies proved to be very effective with over 75% of these types of studies yielding statistical significance at p < .05 or better. Of the 11 effect sizes that were calculated, 45% had a large effect and the remaining 55% had a small effect.

Conclusions: Given the increased overcrowding of the elementary school curriculum, a meta-analysis of this scope is able to provide key stakeholders with the best evidence of where teaching resources should be focused. It is also clear that whilst teachers are capable of making substantial improvements in elementary school student nutritional outcomes using school gardens, the value of teacher professional development (PD) in this area is not widely understood, due to poor reporting. Future research should consider the role teacher PD is having on these outcomes.

Purpose: This study aims to examine the effects of TX Sprouts, a one-year school-based gardening, nutrition, and cooking cluster randomized trial, on dietary intake, physical activity, and obesity and metabolic outcomes.

Methods: Sixteen schools were randomly assigned to TX Sprouts intervention (n=8 schools) or to delayed intervention (n=8 schools) over three years (2016-2019). The intervention arm received: formation/training of Garden Leadership Committees, a 0.25-acre outdoor teaching garden, and 18 gardening, nutrition, and cooking lessons, taught during school year. The delayed intervention was implemented after 1 year of follow-up. Outcomes collected on each child included height, weight, waist circumference, body composition via bioelectrical impedance, blood pressure, and dietary intake via screener. A subsample was measured for glucose, HbA1C, and 24-hour dietary recalls. Physical activity (PA) was measured via accelerometers.​Mixed effects linear regression models, accounting for the cluster effect, will be used to analyze change outcomes between intervention and control groups. Linear mixed modeling was used to assess differences in PA on garden and non-garden days.

Results: Of the 4,239 eligible students, 3,137 consented and provided baseline anthropometric measures. Approximately 34% of children successfully completed an optional fasting blood draw and 24% completed two dietary recalls at baseline. Average age of children was 9.2 years and 47% were female. Approximately 66% were Hispanic and 69% received free and reduced breakfast/lunch. Forty-six percent had overweight or obesity. Accelerometer preliminary data showed that when compared to non-garden days, on garden days students demonstrated greater MVPA (β=2.96, p<0.001) and a reduction in SED (β= -9.21, p<0.0001). Post intervention data collection was completed in June of 2019 and data cleaning and analyses is underway and the intent to treat analyses will be completed by the end of the year.

Conclusions: Garden lesson could have a substantial impact on children's PA. This is the first large, cluster-randomized trial to examine effects of a school-based garden, nutrition, and cooking program on obesity and metabolic outcomes in primarily low-income Hispanic children.  

Purpose: Early care and education centers (ECEC) educate most young children (3 to 5 y) in the USA and aim to provide children opportunities to meet daily physical activity (PA) policy recommendations. Sustainability via Active Garden Education (SAGE) used a multi-level intervention strategy to promote ECEC PA in children and their families. This study aimed to evaluate the impact of SAGE on children’s moderate-to-vigorous PA (MVPA).

Methods: SAGE was a randomized controlled trial implemented in 26 ECEC including 12-lessons repeated in 2 weekly, 60-minute sessions over 12 weeks. SAGE used the plant lifecycle as a metaphor for human development; included physically active songs, games, and garden exploration offered as part of regular ECEC programming. Parents also received weekly newsletters linked to the curriculum to promote PA at home. Actigraph accelerometers measured children’s MVPA for 7 days at pre-test and post-test. Parents completed surveys assessing parenting practices and home PA resources.

Results: SAGE was delivered with high fidelity (82-97% program components). Most children (N=173, 49% female, 77% Hispanic, M(SD)=52.5±4.5 months) attended ECECs within in high proportion Hispanic neighborhoods (>30%). MVPA for a subsample (n=35) of children participating in SAGE increased from 69.1±14.7 minutes/day to 73.4±23.2 minutes/day and control children MVPA increased from 58.2±19.0 minutes/day to 79.2±25 minutes/day over the 12 weeks. Parents (92.4% female; M=32.1±8.0 years; 74% completed high school) reported reducing their promotion of screen time (p=.004).  Parents across the sample reported fewer home PA resources (M=3.53±2.43 v. 2.67±2.60, p=.09) from pre-test to post-test. 

Conclusions: SAGE was easily implemented in ECEC and received well by parents. Simple strategies were effective at reaching parents. Initial results demonstrated the potential for changes in child MVPA, and parenting practices may have improved. Easy-to-implement and fun ECEC strategies should continue to be explored to promote early child MVPA.​