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Teachers use food growing successfully across the country to enrich and support curriculum delivery. It can have a powerful positive impact on pupil heath and wellbeing, behaviour and attainment. Schools tell us that it also brings their whole school community together.

Image: Liz Woodward

What are the benefits of growing food in

schools?A briefing for class teachers

Garden Organic | www.gardenorganic.org.uk | Registered Charity England & Wales (no. 298104), Scotland (SC046767)

Enhancing curriculum delivery

• Teachers report that food growing complements and enriches the whole curriculum1. This can lead to improved academic outcomes across a range of subjects, with strongest evidence for science learning outcomes2. Observational skills fostered through food growing activities are specifically identified as being helpful for science and broader learning3.

• A number of studies report that the experiential nature of food growing is particularly valuable for pupils in creating meaning4 and added relevance to their classroom learning5. Furthermore, the use of food growing as a hands-on teaching approach has been shown to be more effective than other non-experiential strategies to improving nutritional knowledge and food behaviours6.

• Since the introduction of the new national curriculum in 2014 there is an increased focus on food growing. The science programme of study includes at Key Stage 1 a naming of basic plants, through to growing plants and requirements for life in KS3 and finally understanding the life cycle of a plant by KS47.

• Practical cookery and food education is now compulsory in the new national curriculum for pupils up to the end of Key Stage 3. Schools must ensure that pupils learn about the origins of food, including how it is grown, seasonality and the characteristics of a variety of ingredients8. There is also strong support from parents for food education in schools: over 90% of parents think it is important that schools teach children where their food comes from9.

• Food growing has proved effective in promoting pupils’ attachment and engagement with their school and increased pupil motivation is also reported10. This has positive impacts for pupils and the whole school community.

• Pupils have to work together to get the most out of their garden, which develops their teamwork, cooperation and communication skills11.

Eating healthily now and in the future

• Over 1 in 5 reception children and 1 in 3 children in year 6 in England are overweight or obese12. Diet-related disease is an increasing burden to the NHS and the economy13.

• As a response to grave concerns about the health and wellbeing of children in 2016 the government launched a national plan for tackling childhood obesity. This plan announced the creation of a healthy rating scheme for primary schools, which will help schools demonstrate ‘that they are taking evidence based actions to improve their pupils’ health’14. The strategy also places an emphasis on implementation of the 2014 School Food Plan, which set out a number of measures to improve food and food culture in schools, including the introduction of universal infant free school meals. In addition the plan sets out measures to increase physical activity in schools.

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Garden Organic | www.gardenorganic.org.uk | Registered Charity England & Wales (no. 298104), Scotland (SC046767)

• Dietary attitudes and behaviours in childhood shape what children go on to eat in adulthood15. There is good evidence that food growing in schools improves pupils’ dietary attitudes and behaviours, specifically it leads to:

• Increased pupil recognition of fruit and vegetables and an increased willingness to try new fruit and vegetables. Research shows that between 5 and 10 exposures to new foods are required to improve children’s acceptance and intake of these foods16 - food growing is an engaging way of doing this;

• Increased variety and quantity of fruit and vegetables consumed by pupils. Some studies have also shown improvements in BMI and waist circumference measurements18;

• Increased take-up of school meals, especially when food growing is integrated as part of a whole school approach to food. Pupils are excited to see food they have grown incorporated into their school lunches and are generally more engaged and aware about the importance of eating a balanced healthy diet. Increased take-up in school meals means more full tummies and satisfied pupils who are ready to learn, even factoring in the ‘post-lunch slump.’ One study showed that children in primary school were over three times more likely to concentrate and be alert in the classroom when positive changes were made to their food and dining room19;

• Increased self-efficacy – pupils are better able to undertake growing and cooking activities and are so able to adopt health-supporting behaviours within and beyond their school20,21.

• Food growing is a great way of getting children to be physically active. In addition to the physical health benefits, higher levels of physical activity are also associated with improved classroom behaviour and attainment22.

• Of school meals, positive effects on the health of pupils over the long term through to higher educational attainment overall, a greener local environment and a boost to local economy.

Supporting mental health and wellbeing

• Food growing has been shown to boost the mental health and wellbeing of pupils. Many studies have found that pupils have increased confidence and self-esteem as a result of growing food in school23.

• Pupils get a sense of achievement, satisfaction and pride from growing, tending and harvesting their crops24, which contributes to a wider sense of well-being.

• A number of studies have made specific observations about the particularly beneficial impact for pupils with ADHD depression and other mental health conditions and children with behavioural and emotional difficulties25. Gardens can offer a place of peace or refuge that supports pupil well-being26. Teachers tell us that positive impacts experienced in the garden follow through into the classroom.

Caring for the environment

• Food growing creates a greater sense of environmental awareness amongst pupils on a wide range of issues, including water conservation, composting, global environmental issues, sustainability and recycling, it also reinforces a connection with nature27. 78.9% of respondents taking part in an evaluation of the Food Growing Schools: London initiative reported that pupils had become more aware of the wider benefits (social and environmental) of food growing28. There is a correlation between pro-environmental behaviours in childhood and adulthood29.

• Research shows that organic crops and crop-based foods – including fruit, vegetables and cereals – are up to 60% higher in a number of key antioxidants than their non-organic counterparts30. Including organic, school-grown produce in different classes and weaving it through different subject areas promotes this approach

Garden Organic | www.gardenorganic.org.uk | Registered Charity England & Wales (no. 298104), Scotland (SC046767)

1. Passy, R. 2012. School gardens: teaching and learning outside the front door, Education 3-13: International Journal of Primary, Elementary and Early Years Education, DOI:10.1080/03004279.2011.636371

2. Ibid3. Berezowitz, 2015. Performance and Dietary Outcomes in Children. Journal of School Health. 85(8) 508-5184. Block, K. et al. 2012. Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary School

Health Education & Behavior, 39 (4) pp. 419 - 4325. Williams, D.R. and Dixon, P.S. 2013. Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010. Review of

Educational Research 83, 211–2356. Dudley, D.A., Cotton, W.G., and Peralta, L.R. 2015. Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-

analysis. International Journal of Behavioral Nutrition and Physical Activity 12(28).7. Department for Education. 2013. Statutory guidance: National Curriculum in England: science programmes of study. Available at https://www.gov.uk/government/

publications/national-curriculum-in-england-science-programmes-of-study. Accessed 11/10/20178. Department for Education. 2013. Statutory guidance: National Curriculum in England: design and technology programmes of study. Available at https://www.gov.uk/

government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study. Accessed 11/10/20179. Jamie Oliver Food Foundation (2017) A report on the Food Education Learning Landscape, available at https://drive.google.com/drive/

folders/0B6vmekGX5OPfTm9xMzc5VkpCUTg accessed 7/10/201710. Ohly, H. et al. 2016. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16,

28611. Block, K. et al. 2012. Growing Community The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary School Health

Education & Behavior, 39 (4) pp. 419 - 43212. NHS Digital. 2017. Statistics on Obesity. Physical Activity and Diet – England, 2017. Available at: http://www.content.digital.nhs.uk/catalogue/PUB23742/obes-phys-acti-diet-

eng-2017-rep.pdf Accessed 11/10/201713. Prime Minister’s Office, 10 Downing Street. 2017. Childhood obesity: a plan for action. Available at: https://www.gov.uk/government/publications/childhood-obesity-a-plan-

for-action/childhood-obesity-a-plan-for-action#fn:9 Accessed 11/10/201714. Ibid15. Duncan, M.J. et al. 2015. The impact of a school-based gardening intervention on intentions and behaviour related to fruit and vegetable consumption in children. Journal of

Health Psychology. 20, 765–77316. Ibid 17. Davis, J.N., Spaniol, M.R., Somerset, S., 2015. Sustenance and sustainability: maximizing the impact of school gardens on health outcomes. Public Health Nutrition 18,

2358–236718. Davis, J.N. et al. 2016. LA Sprouts: A 12-Week Gardening, Nutrition, and Cooking Randomized Control Trial Improves Determinants of Dietary Behaviors. Journal of Nutrition

Education and Behavior, 48, 2–11.e1. 19. http://www.childrensfoodtrust.org.uk/research/behaviourandattainment/primary 20. Davis, J.N., Spaniol, M.R., Somerset, S., 2015. Sustenance and sustainability: maximizing the impact of school gardens on health outcomes. Public Health Nutrition 18,

2358–236721. Ratcliffe, M.M. et al. 2011. The Effects of School Garden Experiences on Middle School-Aged Students’ Knowledge, Attitudes, and Behaviors Associated With Vegetable

Consumption. Health Promotion Practice 12, 36–4322. Brooks, F. 2014. The link between pupil health and wellbeing and attainment: A briefing for head teachers, governors and staff in education settings. Available at https://

www.gov.uk/government/uploads/system/uploads/attachment_data/file/370686/HT_briefing_layoutvFINALvii.pdf. Accessed 11/10/201723. Williams, D.R. and Dixon, P.S. 2013. Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010. Review of

Educational Research 83, 211–23524. Ibid25. Ohly, H. et al. 2016. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16,

28626. Block, K. et al. 2012. Growing Community: The Impact of the Stephanie Alexander Kitchen Garden Program on the Social and Learning Environment in Primary School

Health Education & Behavior, 39 (4) pp419-43227. Ohly, H. et al. 2016. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16,

28628. Jones M, Pitt H, Weitkamp, E. 2017. Food Growing Schools: London. Final Evaluation Report. UWE Bristol.29. Ohly, H. et al. 2016. A systematic review of the health and well-being impacts of school gardening: synthesis of quantitative and qualitative evidence. BMC Public Health 16,

28630. Barański, M., et al. 2014. Higher antioxidant and lower cadmium concentrations and lower incidence of pesticide residues in organically grown crops: a systematic literature

review and meta-analyses. British Journal of Nutrition 112, 794–81131. Royal Horticultural Society. 2014. Horticulture Matters 2014. Available at: https://www.rhs.org.uk/Education-Learning/PDF/Training/1016-RHS-Hort-Careers-Brochure-V8

accessed 11/10/2017

to food. Teaching pupils practical organic horticultural skills (without the use of pesticides or chemicals) spreads these nutritional benefits further.

Growing job skills

• Food growing helps bolster the employability of school leavers through enterprise and horticultural knowledge building. Horticulture is an expanding part of the careers market, with over 300,000 people employed in the sector that contributes £9 billion to the UK economy31. Pupils can gain appropriate skills in this area by engaging in a school garden or vegetable patch.

Image: Schools Marketplace, 2014