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

Area of Science:

• Education
• Public Health
• Nutrition Education

Background:

• School-based programs are vital for promoting healthy eating habits.
• Food literacy initiatives can address nutritional challenges in regional communities.
• Evaluating program effectiveness requires understanding context and implementation factors.

Purpose of the Study:

• To assess a school kitchen and garden program in North-West Tasmania.
• To identify critical success factors and outcomes of the program.
• To evaluate the program's impact on student food literacy and community food security.

Main Methods:

• Qualitative case study approach.
• In-depth, semi-structured interviews with school staff.
• Student feedback collection and analysis.
• Realist evaluation using Context-Mechanism-Outcome (CMO) configuration.
• Retrospective program logic model development.

Main Results:

• Essential requirements include dedicated spaces, knowledgeable teachers, adequate resources, and community support.
• Curriculum integration of kitchen and garden components is crucial for program success.
• Positive outcomes (engagement, knowledge, skills, behavior change) depend on leadership, staff, and parent support.
• Students reported increased food literacy, improved gardening and cooking skills, and positive attitudes towards healthy food.
• The program shows potential for enhancing food security for students' families and the community.

Conclusions:

• Successful school kitchen and garden programs require dedicated resources, strong leadership, and community involvement.
• Integrating these programs into the school curriculum maximizes their impact on student learning and well-being.
• Enhanced food literacy through these programs can contribute to improved family and community food security.