1. What are the Impacts of School Gardens on Food Justice, Access, and Knowledge?

2. Study 1: School Garden Access and Socioeconomic Status Article DetailsProgram OutcomesMain Findings Socioeconomic Disparities in the Provision of School Gardens in Santa Clara County, California by Iris T. Stewart, Elizabeth K. Purner, and Patricia D. Guzman (2013) The authors used surveys and Geographic Information Systems to study the link between school gardens in elementary schools and neighborhoods identified by socioeconomic/ethnic composition in a Californian county Surveys were sent to schools with gardens to assess their needs and characteristics Economic & racial indicators were also used to identify amount of students receiving government food assistance Evidence of lack of access for students in lower socioeconomic tracts: “No school gardens were located in census tracts where more than 15 percent of the neighborhood households were classified as low income” Schools were 4x more likely to have gardens if a lower than average % of students received Free/Reduced Price Meals Plan Large portion of schools without gardens were located in economically disadvantaged neighborhoods with high percentage of non-white residents Those with school gardens identified receiving garden funding mainly from community/parents/volunteers, demonstrating dependency on community’s time & money Authors identified their main finding as: “elementary school gardens are more prevalent in the wealthier and ethnically less diverse…communities. with fewer school gardens in the less well-off and more ethnically diverse areas” Characteristics common to wealthier neighborhoods with school gardens include: School, community & family support Garden expertise, large outdoor space availability Increased funding Authors suggest that: Policies should be created to recognize, support, and teach about school gardens

3. Study 1 Data: School Garden Access and Socioeconomic Status Socioeconomic Disparities in the Provision of School Gardens in Santa Clara County, California by Iris T. Stewart, Elizabeth K. Purner, and Patricia D. Guzman (2013) Schools were 4x more likely to have gardens if a lower than average % of students received Free/Reduced Price Meals Plan No presence of school gardens in neighborhoods where >15% of households were classified as “low income” Large portion of schools without gardens were located in economically disadvantaged neighborhoods with high percentage of non-white residents Food Access & Garden Presence Neighborhood Income & Garden Presence Neighborhood Racial Composition & Garden Presence

4. Study 1 Recommendations: School Garden Access and Socioeconomic Status Socioeconomic Disparities in the Provision of School Gardens in Santa Clara County, California by Iris T. Stewart, Elizabeth K. Purner, and Patricia D. Guzman (2013) Authors’ Post-Study Recommendations Governmental agencies should create policies & practices to recognize school garden benefits Educational garden tools should be made accessible to students, teachers & parents Grants should be distributed to low- access neighborhoods to support & fund school gardens

5. Study 2: School Garden Program in a Low-Income, Low- Access Neighborhood Article DetailsProgram OutcomesMain Findings Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston, and Moses Thompson (2012) The program involved garden interns in a school located in a low-income, mixed-race neighborhood (Manzo Elementary School), but in which 96% of students were Hispanic 93% qualified for free/reduced lunch Students received 30-min. of gardening lessons per week Students interacted with rainwater cisterns, vegetable garden & aquaponic gardening system The aim was to develop gardens in schools where access to time, funding & garden educators was limited, and food access & insecurity was widespread The program’s implementation facilitated greater access for students to the scientific community, as prior, they were underrepresented in the sciences The study received positive feedback from all involved (e.g. teachers, students, parents, interns): “Gardening at Manzo makes me feel unique…I feel mature”-4 th grader The garden became a cornerstone for the school’s focus on the environment as an important area for learning The program “combines understandings of local ecologies…with improved social and emotional skills” School garden programs like these help direct students toward healthier food options and make fresh/local food available to “food-desert” communities Manzo Elementary School was able to reinforce education through the use of the school & community-supported garden The formation of garden committees has been helpful in garnering support to maintain the garden program and mobilizing the community

6. General School Garden Program Challenges Lack of staff/individuals leading program consistently Integrating garden program into school curriculum Maintaining school garden over time Manzo’s Successful Solutions Formation of garden committee that garners volunteers to sustain/lead program Garden utilized to reinforce classroom learning & integrated into school’s mission Include community in garden maintenance participation Study 2 Data: School Garden Program in a Low-Income, Low- Access Neighborhood Designing Nature for Learning: School Gardens for Youth and Child Education by Sarah A. Moore, Morgan Apicella, Sallie A. Marston, and Moses Thompson (2012) Program Details Garden situated in low-income, mixed-race neighborhood (Manzo Elementary School) Each class received 30-min. gardening lessons per week Students utilized rainwater cisterns, vermicomposting & aquaponics; grew a heirloom vegetable garden

7. Study 3: Shaping Food Environments Through Garden & School-Based Programs Article DetailsStudy OutcomesMain Findings Creating Healthy Food and Eating Environments: Policy and Environmental Approaches by Mary Story, Karen M. Kaphingst, Ramona Robinson-O’Brien, and Karen Glanz (2007) The study’s aim was to focus on key settings that shape eating behaviors, particularly for low-income individuals with poor food access For children, authors’ identify the school setting as the most impactful on eating behaviors Local & federal efforts should focus on fruit/vegetable intake among low- income individuals through: farm-to-school gardening programs vegetable pilot programs nutrition curriculum The authors identify the following environments as most significant in shaping food behaviors, particularly among those with limited food access: Individual (biological & demographic characteristics) Social (family, friends, peers, community members) Physical (home, work, school) Macro (food distribution & marketing) The “physical” school setting is most impactful for students’ food behaviors; programs should: “link local farmers…to school food service cafeterias and school gardening programs” and there’s a need for “classroom nutrition education…to increase student’s skills for adopting healthy lifestyles” The authors conclude that there is: “a growing importance of the federal child nutrition programs in providing nutrition to children in low-income families” Community food access issues can be addressed through: supporting farmers’ markets in these neighborhoods developing community gardens community support of farmers by purchasing their produce Finally, they state that “we need to focus on these broader contexts…to facilitate access to and education of healthier foods both for adults and children”

8. Study 3 Data: Shaping Food Environments Through Garden & School-Based Programs Creating Healthy Food and Eating Environments: Policy and Environmental Approaches by Mary Story, Karen M. Kaphingst, Ramona Robinson-O’Brien, and Karen Glanz (2007) Key Settings Shaping Food Behaviors Individual (biological & demographic characteristics) Social (family, friends, peers, community members) Physical (home, work, school) Macro (food distribution & marketing) Ways to Improve School Food Setting for Low- Income Students Farm-to-school gardening program Vegetable pilot program Nutrition curriculum Addressing Community Food-Access Issues Supporting & purchasing from local farmers’ markets Developing community gardens that provide healthy food Facilitate access to & education of nutritious food for students and adults

9. What are the Impacts of School Gardens on Food Justice, Access, and Knowledge? School garden presence is lacking in low-income, ethnically diverse, food-access neighborhoods (where it is most needed) School gardens increase students’ confidence, reinforce classroom learning & promote healthy eating Community involvement in school gardens helps address low food access issues for students & their neighborhoods School settings largely shape students’ food behaviors; garden presence facilitates healthier eating for those with low food access Gardens help achieve food justice, knowledge, and equal access among low- income students