ArticlePloS one2025
The impact of a school garden program on children's food literacy, climate change literacy, school motivation, and physical activity: A study protocol.
Article in PloS one, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05839080 (FoodACT), which is not on this map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
FoodACT: Investigating the Impact of a School Garden Intervention on Children's Food Literacy, Climate Literacy, Physical Activity, and School Motivation
Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveFoodACT aims to investigate how school gardens affect children's food literacy (FL), climate change literacy (CCL), school motivation (SM), and physical activity (PA).
designIt comprises a multimethod, quasi-experimental inquiry into an existing Danish school garden program, Gardens to Bellies (GtB). Data will be collected using surveys, accelerometry, semi-structured and focus-group interviews. The study is preregistered with ClinicalTrials.gov (#NCT05839080).
settingSix GtB school garden locations across Region Zealand and Region of Southern Denmark.
participantsFourth grade pupils attending GtB (approx. 1600) are recruited to the intervention group. Fourth grade pupils from schools not attending GtB (approx. 1600) are recruited to the control group.
interventionPupils grow, prepare and cook foods for meals in the school garden during eight garden sessions.
main outcome measuresFL, CCL and SM are measured using pre- and post-intervention surveys in both groups. Pupils participating in GtB have their PA assessed using accelerometery, and acute SM by text-message-surveys. Semi-structured and focus-groups interviews are held with garden facilitators and pupils focusing on the implementation of GtB and mechanisms related to developing FL and CCL. ANALYSIS: The effect on FL, CCL and SM is assessed using linear mixed models. PA and acute SM are assessed by comparing data on days with and without GtB in a subsample of 900 pupils. Qualitative data will be analysed using thematic analysis.
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Registered trials
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