ArticleArchives of public health = Archives belges de sante publique2025
Examining the role of school food gardens, food waste systems and cooking facilities in experiential education: a cross-sectional survey of primary school teachers' practices.
Article in Archives of public health = Archives belges de sante publique, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundExperiential learning about food, nutrition and sustainability (FNS) at school promotes population health and environmental sustainability. Little is known about actual practices in school-based experiential FNS education, outside of time-limited interventions. This study aimed to address this gap by analysing current approaches to experiential FNS education at school, including the presence and use of school food gardens, food waste management systems and kitchens/cooking facilities.
methodsA cross-sectional survey of Australian primary school teachers (August 2022-October 2023) collected quantitative and qualitative data about (i) teacher perceptions about experiential FNS education; (ii) presence of food gardens, food waste management systems and kitchens/cooking facilities; and (iii) how school-based infrastructure is used for experiential FNS education. Statistical analyses including simple and adjusted logistic regression models were conducted using STATA. Content analysis was conducted using NVivo 15.
resultsParticipants were 413 Australian primary school teachers. Teachers agreed schools should have infrastructure such as food waste management systems (87.2%), cooking facilities (84.5%) and food gardens (82.3%) available for experiential FNS education. Most teachers reported their school had a food garden (76.0%), cooking facilities (58.6%) and a food waste management system (56.2%), though there was variability in the actual use of each type of infrastructure for experiential education. Food waste management systems were used most commonly for educational purposes. Each type of infrastructure was used to teach about a variety of topics related to nutrition, sustainability and cross-curricular learning. Teachers described a range of factors influencing their use of infrastructure for experiential FNS education , including access to adequate, fit-for-purpose and safe physical space; funding, time, staffing and workload; and leadership and prioritisation.
conclusionsConsolidating the use of food gardens, food waste management systems and kitchens/cooking facilities for experiential education in primary schools is an important next step for research, policy and practice. This includes addressing challenges regarding physical space, time and resourcing, and leadership support, to prioritise experiential FNS education in the school curriculum. Leveraging primary school-based infrastructure for educational purposes can support children to establish healthy and sustainable food practices, and promote the health of people and the planet now and into the future.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.