Sowing and growing' life skills through garden-based learning to re-engage disengaged youth

The importance of connection to nature for health and wellbeing, and educational outcomes is firmly supported by evidence-based research. In particular, there is an emerging body of literature that explores the impact of garden-based learning (GBL) on student engagement and outcomes. GBL has been found to have a positive impact on academic outcomes across the curriculum, and improve attitudes towards gardening, the environment, and nutrition. In this presentation we will examine a case study conducted in partnership with the Royal Botanic Garden and Domain Trust's Youth Community Greening project to pilot a GBL program with disengaged students in South West Sydney. This unique innovative project involved collaboration between researchers, school teachers, GBL educators, and a small group of students. The students actively participated in the design, building, planting, and harvesting phases of the school garden. Data collection included participant observations, in-situ discussions, and semi-structured interviews with the educators. Preliminary analysis of the students' and educators' experiences in the GBL program and implications for curriculum and pedagogy will be discussed. We also seek to stimulate critical discussion on the development of GBL programs for students, especially in at-risk or disengaged contexts, and will examine the next stages of this research.