Christian Meaghan S, Evans Charlotte El, Nykjaer Camilla, Hancock Neil, Cade Janet E
Nutritional Epidemiology Group, School of Food Science and Nutrition, University of Leeds, Leeds LS2 9JT, UK.
Int J Behav Nutr Phys Act. 2014 Aug 16;11:99. doi: 10.1186/s12966-014-0099-7.
Current academic literature suggests that school gardening programmes can provide an interactive environment with the potential to change children's fruit and vegetable intake. This is the first cluster randomised controlled trial (RCT) designed to evaluate whether a school gardening programme can have an effect on children's fruit and vegetable intake.
The trial included children from 23 schools; these schools were randomised into two groups, one to receive the Royal Horticultural Society (RHS)-led intervention and the other to receive the less involved Teacher-led intervention. A 24-hour food diary (CADET) was used to collect baseline and follow-up dietary intake 18 months apart. Questionnaires were also administered to evaluate the intervention implementation.
A total of 641 children completed the trial with a mean age of 8.1 years (95% CI: 8.0, 8.4). The unadjusted results from multilevel regression analysis revealed that for combined daily fruit and vegetable intake the Teacher-led group had a higher daily mean change of 8 g (95% CI: -19, 36) compared to the RHS-led group -32 g (95% CI: -60, -3). However, after adjusting for possible confounders this difference was not significant (intervention effect: -40 g, 95% CI: -88, 1; p = 0.06). The adjusted analysis of process measures identified that if schools improved their gardening score by 3 levels (a measure of school gardening involvement - the scale has 6 levels from 0 'no garden' to 5 'community involvement'), irrespective of group allocation, children had, on average, a daily increase of 81 g of fruit and vegetable intake (95% CI: 0, 163; p = 0.05) compared to schools that had no change in gardening score.
This study is the first cluster randomised controlled trial designed to evaluate a school gardening intervention. The results have found very little evidence to support the claims that school gardening alone can improve children's daily fruit and vegetable intake. However, when a gardening intervention is implemented at a high level within the school it may improve children's daily fruit and vegetable intake by a portion. Improving children's fruit and vegetable intake remains a challenging task.
ISRCTN11396528.
当前学术文献表明，学校园艺项目能够提供一个互动环境，有可能改变儿童的水果和蔬菜摄入量。这是第一项旨在评估学校园艺项目是否会对儿童水果和蔬菜摄入量产生影响的整群随机对照试验（RCT）。
该试验纳入了来自23所学校的儿童；这些学校被随机分为两组，一组接受由皇家园艺学会（RHS）主导的干预，另一组接受参与度较低的教师主导的干预。使用24小时食物日记（CADET）收集相隔18个月的基线和随访饮食摄入量。还进行了问卷调查以评估干预措施的实施情况。
共有641名儿童完成了试验，平均年龄为8.1岁（95%置信区间：8.0，8.4）。多水平回归分析的未调整结果显示，就每日水果和蔬菜的总摄入量而言，教师主导组的每日平均变化量为8克（95%置信区间：-19，36），而皇家园艺学会主导组为-32克（95%置信区间：-60，-3）。然而，在对可能的混杂因素进行调整后，这种差异并不显著（干预效应：-40克，95%置信区间：-88，1；p = 0.06）。对过程指标的调整分析表明，如果学校将其园艺得分提高3个等级（衡量学校园艺参与度的指标——该量表有6个等级，从0“无花园”到5“社区参与”），无论分组如何，与园艺得分没有变化的学校相比，儿童的水果和蔬菜摄入量平均每天增加81克（95%置信区间：0，163；p = 0.05）。
本研究是第一项旨在评估学校园艺干预措施的整群随机对照试验。结果发现几乎没有证据支持仅靠学校园艺就能提高儿童每日水果和蔬菜摄入量的说法。然而，当在学校内高水平实施园艺干预时，可能会使儿童的每日水果和蔬菜摄入量有所增加。提高儿童的水果和蔬菜摄入量仍然是一项具有挑战性的任务。
ISRCTN11396528。
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