School Gardening as Experiential Learning: A Qualitative Study of Extension Educators' Observations of Youth Learning Outcomes in Alabama

Abstract

The purpose of this study was to examine how school gardening is described as influencing youth learning based on Alabama Cooperative Extension System educators’ observations. Specifically, this study explored theoretical perspectives related to student learning, reviewed existing research on garden-based education, and utilized narrative inquiry to examine Alabama Cooperative Extension System educators’ stories and observations of in school gardening and how it is described as influencing youth learning and development outcomes. Through an integrative approach, the study synthesized findings from prior qualitative research with interview data collected from seven educators to provide a comprehensive understanding of how gardening functions as an instructional tool in school settings. The researcher identified supporting literature describing student learning and behavior changes associated with gardening experiences and its perceived positive effect. Therefore, the research’s use of narratives offers insight on the learning effect of school gardening as told by Alabama Cooperative Extension System team members and Alabama educators working with students. The findings revealed notable similarities between the reviewed literature and the educators’ narratives of experience. Consistent with data in this research, interview subjects stated that the schools at which they worked lacked formal in-school gardening curricula, gardening was nevertheless employed to support student learning related to plant growth, scientific processes, and behavioral development. Educators also described observable changes in students’ social behaviors, including increased peer interaction, collaboration, and engagement during garden‑based activities.

Interview data further indicated that Alabama Cooperative Extension educators frequently described students as understanding scientific concepts while participating in gardening. Participants shared narratives describing how students applied vocabulary, exhibited curiosity, and engaged in hands‑on problem solving during garden lessons. Moreover, at least two educators described noticeable behavioral improvements among students who had previously been withdrawn or disengaged from learning. These observations aligned with the broader qualitative literature, which suggests that garden‑based learning environments support both cognitive and socio‑emotional development. Overall, the findings from the literature review and educator interviews suggest that educators perceive that in-school gardening programs positively influence student learning and behavior; however, the limited interview data underscores the need for additional research. Broader studies incorporating diverse educational contexts and extended observation periods are warranted to further examine the social and educational effects of gardening on student learning outcomes