Adult Perceptions of Student Involvement in Schoolyard Gardening

The purpose of this research is to investigate through adult perceptions what factors have enabled and limited student participation in schoolyard gardening, and how to support student involvement in schoolyard gardening. It is a collective case study of three schools in Toronto District School Board (TDSB, Ontario, Canada). Sixteen interviews were conducted in 2005. The results show that the common factors that enabled student participation in schoolyard gardening are teacher’s initiative and commitment, principal’s leadership and support, parental involvement and donations, and the TDSB’s EcoSchools program and workshops. The common limiting factors are time, money, and the Union’s work-to-rule issue. The ways to support student involvement include teachers integrating gardening into the curriculum; parents making donations and creating a family gardening culture; principals supporting in budget and taking the lead; TDSB providing funding, awards, incentives, and more maintenance; and Ontario Ministry of Education supplying funding, curriculum link, and teacher training.