Garden-Based Learning: An Experience With “At Risk” Secondary Education Students

Abstract

The reengagement of disenchanted secondary students is one of the priorities of the educational system. Over a six-year period (2003–2004 to 2008–2009), 63 disruptive and low-performance secondary school students were integrated into a two-year garden-based learning program, which took place in southeastern Spain. This article intends to assess the quantitative and qualitative changes in both academic outcomes and personal behavior brought about by the experience. Results show that school failure decreased substantially, while the dropout rate was reduced from an initial 30% to zero in some years. Disruptive episode control improved significantly in the classroom, where teachers observed a decided improvement in students' skills, self-esteem, and self-confidence.

Keywords:

• disruptive behavior disorders
• dropout
• garden-based learning
• school failure
• secondary education

ACKNOWLEDGMENTS

This study has been funded by the “Consejería de Educación y Ciencia” of the regional government of Castilla-La Mancha, within the framework of the project “The School Garden as a Didactic Resource to Address Diversity” (resolución 13/07/2007, DOCM de 23 de julio).

The authors are also grateful to Stefanie Kroll and Kathy Walsh for language revision of the manuscript, and to Kimberly Wilson (Cook University, Queensland) for her kind orientation throughout the experience. Finally, thanks are extended to the anonymous reviewers for their comments, which have enabled the authors to improve this article.