J Nutr Educ Behav. 2026 Apr 17:S1499-4046(26)00070-9. doi: 10.1016/j.jneb.2026.03.006. Online ahead of print.
ABSTRACT
OBJECTIVE: Identify attributes of thriving school gardens and provide recommendations to improve school garden sustainability.
DESIGN: Cross-sectional survey administered nationally.
PARTICIPANTS: Three hundred and sixty-four school administrators, teachers, and garden coordinators.
MAIN OUTCOME: Characteristics that predict thriving school gardens measured by a sustainability survey.
ANALYSIS: Logistic regression analyses were used to identify which factors predicted the odds of having a thriving school garden. All models were adjusted for Title I status, school classification, and garden age with corrections for multiple comparisons. Statistical significance criterion: P ≤ 0.05.
RESULTS: Each additional subject and grade taught increased the odds to thrive by 21% and 22% (P < 0.001 and P < 0.01, respectively). Schools’ odds of having a thriving garden increased 4 times with ≥ 6 garden workdays (P = 0.05), 7 times with ≥ 26 annual volunteers (P = 0.02), 9 times with an annual budget > $1,000 (P < 0.001), and 42 times with higher administrative support (P < 0.001).
CONCLUSIONS AND IMPLICATIONS: Administrative support and budget remain integral to garden sustainability, along with volunteer support and garden workdays. School gardens will benefit from fostering administrative support, strategic use of volunteers, increasing classroom use, and developing a sustainable budget. More research is needed to support paid garden staff and garden training for teachers.
PMID:41995647 | DOI:10.1016/j.jneb.2026.03.006
