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The problem
Intervention: School gardening programs with integrated nutrition and garden-based education, experiential learning, family and authority figure engagement
Who it was tested with: School-aged children in grades 2-6, primarily at primary schools.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"We used a systematic realist approach to investigate how school gardens improve health and well-being outcomes for school-aged children, why, and in what circumstances." The realist synthesis examined the context and mechanisms leading to positive outcomes, concluding that a combination of educational, participatory, and cultural factors embedded in school gardening programs contributes to improved health and well-being.
This is a realist synthesis synthesizing existing studies rather than reporting primary outcome data; individual study quality and effect sizes are not detailed. The mechanisms identified are based on cross-study analysis rather than rigorous experimental evidence.
Across countries and designs
2 studies · 2 countries
