Diet quality of children improved after five months of gardening and nutrition sessions

A study conducted in Jordan found that primary school children’s dietary quality improved after 5 months of weekly gardening sessions and nutrition education. Their fiber intake increased, saturated fat intake decreased, and their overall knowledge of nutrition improved. The paper was published in Nutrients.

Childhood obesity has increased markedly over the past few decades, becoming a major public health concern worldwide. Rates have risen in both high-income and low- and middle-income countries, indicating that the trend is global rather than region-specific.

One of the strongest contributors to this increase is a shift in children’s diets toward energy-dense, nutrient-poor foods. Diets high in ultra-processed foods, added sugars, and saturated fats are associated with excess calorie intake and weight gain. Sugary drinks play a particularly important role, as they add substantial calories without promoting satiety. At the same time, consumption of fruits, vegetables, whole grains, and fiber-rich foods has declined in many populations. Larger portion sizes and more frequent snacking have also normalized higher energy intake among children.

Study author Nour Amin Elsahoryi and her colleagues wanted to explore the effects of a five-month school-based vegetable gardening and education intervention on the body composition, dietary intake, and knowledge, attitudes, and practices regarding vegetable consumption of primary school students (4^th – 6^th grade). They hypothesized that the gardening intervention would improve children’s dietary intake, body composition, and knowledge and attitudes about vegetable consumption.

Study participants were 216 4^th – 6^th grade students from two primary schools in Amman, Jordan. Their average age was 10 years. 88 of them were boys. 121 participants were from one school, and 95 were from the other school.

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Students from one school were assigned to the intervention group, while those from the other participating school served as the control group. The intervention group participated in weekly 1-hour gardening exercises in a 1,000-square-meter garden built on land owned by the school where the intervention was taking place.

The garden contained self-irrigating raised beds with indigenous herbs and vegetables, and a separate storage shed to store tools and teaching materials. To facilitate the work, the school received the necessary gardening equipment, such as rakes, watering hoses, benches, gardening gloves, and composting bins, as well as educational material, tables, whiteboards, portable handwashing stations, and basic cooking instruments. Immediately after each gardening session, students participated in one-hour culturally adapted nutrition education sessions. These sessions were conducted by professionals trained in child-oriented nutrition education and behavioral modification.

Before and after the intervention, study authors measured participating students’ height and weight, asked them to report their dietary intake from the previous 24 hours, and assessed their knowledge, attitudes, and practices related to vegetable intake.

Results showed that the intervention group lost 1.88 kg of weight, on average, while the control group showed minimal weight increases. The dietary quality of the intervention group improved. More specifically, the intervention group increased fiber intake (by 2.36 grams per day) and reduced saturated fat consumption (by 9.24 grams per day). The intervention group also showed better nutrition knowledge compared to the control group.

“This intervention effectively improved body composition, dietary quality, and nutrition knowledge among Jordanian primary school children. These findings provide evidence for implementing culturally adapted school gardening programs as childhood obesity prevention interventions in Middle Eastern settings, though future programs should incorporate family engagement strategies to enhance behavioral sustainability,” study authors concluded.

The study contributes to the scientific understanding of the potential effects of gardening interventions. However, it should be noted that dietary changes were self-reported, which left room for recall bias to have affected the results.

The paper, “A School-Based Five-Month Gardening Intervention Improves Vegetable Intake, BMI, and Nutrition Knowledge in Primary School Children: A Controlled Quasi-Experimental Trial,” was authored by Nour Amin Elsahoryi, Omar A. Alhaj, Ruba Musharbash, Fadia Milhem, Tareq Al-Farah, and Ayoub Al Jawaldeh.