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Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities

Author

Listed:
  • Timothy P. Holloway

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Sisitha Jayasinghe

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Lisa Dalton

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Michelle L. Kilpatrick

    (Menzies Institute for Medical Research, University of Tasmania, Hobart, TAS 7000, Australia)

  • Roger Hughes

    (School of Heath Sciences, Swinburne University of Technology, Melbourne, VIC 3122, Australia)

  • Kira A. E. Patterson

    (School of Education, College of Arts, Law and Education, University of Tasmania, Launceston, TAS 7248, Australia)

  • Robert Soward

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Kylie Burgess

    (Burnie Works, Burnie, TAS 7320, Australia)

  • Nuala M. Byrne

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Andrew P. Hills

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

  • Kiran D. K. Ahuja

    (School of Health Sciences, College of Health and Medicine, University of Tasmania, Launceston, TAS 7248, Australia)

Abstract

A qualitative case study approach with in-depth, semi-structured interviews of key school staff, and student feedback was used to assess a school kitchen and garden program in the regional area of North-West Tasmania, Australia. A detailed program description was produced to conduct a realist evaluation with a Context-Mechanism-Outcome configuration, followed by a program theory evaluation through the construction of a retrospective program logic model. Dedicated kitchen and garden spaces, knowledgeable teachers committed to the program, provision of sufficient materials and consumables, and support from the school and community were found to be the basic requirements to establish a program. Additionally, it is essential to integrate both the kitchen and garden teaching components into the school curriculum. The positive outcomes (e.g., engagement, participation, knowledge, skills, behavioral change) of the program were dependent on the underlying factors, including dedicated support of school leadership, teaching staff, and the parent body for effective student engagement in the teaching spaces and for wider engagement from families and the community. The students’ feedback provided supporting evidence of increased food literacy with improvements in their understanding, abilities, and attitudes towards gardening, producing healthy food, and preparing food. This may further lead to enhanced food security for students’ families and the broader community.

Suggested Citation

  • Timothy P. Holloway & Sisitha Jayasinghe & Lisa Dalton & Michelle L. Kilpatrick & Roger Hughes & Kira A. E. Patterson & Robert Soward & Kylie Burgess & Nuala M. Byrne & Andrew P. Hills & Kiran D. K. A, 2023. "Enhancing Food Literacy and Food Security through School Gardening in Rural and Regional Communities," IJERPH, MDPI, vol. 20(18), pages 1-13, September.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:18:p:6794-:d:1244562
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    References listed on IDEAS

    as
    1. Sumantla D. Varman & Dylan P. Cliff & Rachel A. Jones & Megan L. Hammersley & Zhiguang Zhang & Karen Charlton & Bridget Kelly, 2021. "Experiential Learning Interventions and Healthy Eating Outcomes in Children: A Systematic Literature Review," IJERPH, MDPI, vol. 18(20), pages 1-23, October.
    2. Jolley, Gwyneth, 2014. "Evaluating complex community-based health promotion: Addressing the challenges," Evaluation and Program Planning, Elsevier, vol. 45(C), pages 71-81.
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