TY - JOUR
T1 - Remote school gardens
T2 - Exploring a cost-effective and novel way to engage Australian Indigenous students in nutrition and health
AU - Hume, Andrew
AU - Wetten, Alexander
AU - Feeney, Camilla
AU - Taylor, Sally
AU - O'Dea, Kerin
AU - Brimblecombe, Julie
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Objective: This pilot study aimed to determine the feasibility of a novel, low-cost program to get remote schools started in gardening and nutrition activities, for a lower cost than existing models, and without on-the-ground horticultural support. Methods: A multi-site, mixed methods case study was undertaken, in which four remote schools were shipped gardening materials and a nutrition and cooking resource, and provided with horticultural support by phone and email. A support register and teacher surveys were used for four months of evaluation. Results: The study demonstrated that the program is feasible, and may be associated with an increase from baseline in student's time spent cooking, gardening and on related classroom activities. Conclusions: The program was delivered economically without the need for on-the-ground staff, in a manner that was acceptable to teachers. Implications: This model may have application in remote schools throughout Australia, where there is a need to alter health impacting behaviours in high-risk populations. Lengthier program evaluation times and further resource development may be worth investigating in the future.
AB - Objective: This pilot study aimed to determine the feasibility of a novel, low-cost program to get remote schools started in gardening and nutrition activities, for a lower cost than existing models, and without on-the-ground horticultural support. Methods: A multi-site, mixed methods case study was undertaken, in which four remote schools were shipped gardening materials and a nutrition and cooking resource, and provided with horticultural support by phone and email. A support register and teacher surveys were used for four months of evaluation. Results: The study demonstrated that the program is feasible, and may be associated with an increase from baseline in student's time spent cooking, gardening and on related classroom activities. Conclusions: The program was delivered economically without the need for on-the-ground staff, in a manner that was acceptable to teachers. Implications: This model may have application in remote schools throughout Australia, where there is a need to alter health impacting behaviours in high-risk populations. Lengthier program evaluation times and further resource development may be worth investigating in the future.
KW - Aboriginal
KW - education
KW - horticulture
KW - nutrition
UR - http://www.scopus.com/inward/record.url?scp=84901831355&partnerID=8YFLogxK
U2 - 10.1111/1753-6405.12236
DO - 10.1111/1753-6405.12236
M3 - Article
C2 - 24890481
AN - SCOPUS:84901831355
SN - 1326-0200
VL - 38
SP - 235
EP - 240
JO - Australian and New Zealand Journal of Public Health
JF - Australian and New Zealand Journal of Public Health
IS - 3
ER -