Our Impact
%
100% of teachers agreed their LGT garden catalyzed questions and curiosity that facilitated learning.
Little Green Thumbs has a big bold vision: a garden in every school, a school in every garden.
Over 1000 classrooms across Canada are experiencing the magic of a Little Green Thumbs garden. For 98%* of our teachers, their classroom garden has improved their learning environment. For 99%* of teachers, the garden promoted teamwork and cooperation amongst their students.
* as reported on our 2021/2022 school year final survey
%
100% of teachers say the garden impacted them personally.
GARDENS
SCHOOLS
TEACHERS
STUDENTS
Changing attitudes
We had teachers across Canada rate their students’ attitudes before and after participating in the Little Green Thumbs program. These are the results!
Connectedness to the natural environment
Percentage of students aware or in tune:
- Start of the year 35.5%
- End of the year 98.6%
Attitudes toward healthy food
Percentage of students positive or very positive:
- Start of the year 42.5%
- End of the year 96.3%
Attitudes toward reducing food waste
Percentage of students positive or very positive:
- Start of the year 26.6%
- End of the year 87.4%
Attitudes toward agriculture and farming
Percentage of students positive or very positive:
- Start of the year 34.6%
- End of the year 95.8%
The evidence
We are regularly asked for the research that validates the work we do and why we do it. The impacts of garden-based learning have been well-researched and documented.
School gardens have been shown to increase student academic achievement (Klemmer, Waliczek, & Zajicek, 2005) and positive attitudes towards content material and learning in general (Bell 2001; Waliczek 2003; Canaris, 1995 ; Dirks & Orvis, 2005), as well as increased self-esteem and help students develop a sense of ownership and responsibility (Alexander, J. & D. Hendren 1998) and increased self-understanding, interpersonal skills, and cooperative skills (Robinson & Zajicek, 2005) . School gardens support student inquiry, connection to the natural world, and engage students in the process of formulating meaningful questions (Habib & Doherty, 2007), and children who grow their own food are more likely to eat fresh fruits and vegetables (Canaris, 1995); (Hermann et al., 2006); (Libman, 2007); (McAleese & Rankin, 2007) ;(Pothukuchi, 2004).