ABSTRACT

Social and Emotional Learning (SEL) has five competencies: relationship skills, responsible decision-making, self-awareness, social awareness, and self-management. A promising practice to promote positive SEL is school garden programming. There is a need to understand how school gardens impact SEL by consolidating existing research. In this scoping review, we synthesized evidence describing the impact of school gardens on youth SEL. We included studies that described school garden interventions, collected data from youth, and measured SEL. We screened 1589 abstracts and 76 full-text articles. Eight studies met the inclusion criteria. While the included qualitative studies demonstrated that school garden programming can positively influence SEL, the included quantitative studies had few statistically significant results. Thus, at this time we can only say that qualitative research from five studies suggests that school garden programs have the potential to successfully enhance experiences that promote SEL but more research is needed to further investigate this claim.

摘要

社会和情感学习 (SEL) 有五种能力：人际关系技巧、负责任的决策、自我意识、社会意识和自我管理。促进积极 SEL 的一个有前途的做法是学校花园规划。有必要通过整合现有研究来了解学校花园如何影响 SEL。在本次范围审查中，我们综合了描述学校花园对青少年 SEL 影响的证据。我们纳入了描述学校花园干预措施、收集青年数据并测量 SEL 的研究。我们筛选了 1589 篇摘要和 76 篇全文文章。八项研究符合纳入标准。虽然纳入的定性研究表明学校花园规划可以对 SEL 产生积极影响，但纳入的定量研究几乎没有统计学意义的结果。因此，