Monogreens: a successful nutrition education program in a rural community

Abstract

School gardens can positively impact academic curriculum, as well as enhance communication among students, families, and their communities. The Monogreens Gardening and Nutrition Education Program, an example of a successful school gardening project, was established in 1998 in the small, remote, rural community of Lee Vining, California. This qualitative research investigation used interviews and surveys of school staff (N=12) and community members (N=51) to identify the barriers and benefits to the development and continuation of this garden-enhanced nutrition education program. All teachers were aware that the Monogreens garden was available for enhancement of core instruction (100%) and a majority used the garden as a teaching tool (83%). Lack of time (67%) and lack of garden based curricula or educational materials (33%) were cited as the most common barriers to use of the garden for instruction. Data from the community survey showed a high participation rate in the Monogreens Program (24%). The results of this evaluation further support the idea that garden based education can be an effective means for incorporating nutrition into the core academic subject areas. This evaluation should assist other groups in the development of a garden-based nutrition education program in their school communities.