School gardens as socio-ecological learning systems: supporting adolescent food security and resilience

Adolescents face rising food insecurity driven by climate disruption, socio‑economic inequality, and instability across local food systems. School garden programmes are increasingly promoted as experiential interventions that can strengthen food‑related capabilities and their resilience, yet their contribution in secondary school settings remains underexamined. This review synthesises 22, peer‑reviewed studies published between 2001 and 2024 across six countries, with most evidence from the United States and Canada. Using a socio-ecological systems lens and resilience processes, the review asks: How do high school garden programmes support adolescents’ food security and which resilience processes are strengthened across socioecological levels? Findings show contributions across multiple levels, though uneven implementation constrains impact. At the microsystem level, programmes strengthened practical food skills, food literacy, and identity formation, though opportunities for shared decision-making were limited. At the mesosystem level, gardens fostered peer connection, community engagement, and shared food practices. At the exosystem level, curriculum alignment, staffing, and school‑level support enhanced programme continuity and reach. Food literacy emerged as a key mechanism linking practical learning with broader educational goals. At the macrosystem level, policy, funding, and governance structures shaped programme stability and equity, yet short‑term and inconsistent support limited long‑term impact. High school garden programmes supported adolescents’ food security and resilience to food insecurity by connecting practical learning with relationships, identity, and institutional support across school and community contexts. We recommend programme designs that strengthen adolescents’ voice, align garden learning with curriculum, sustain institutional support, and extend culturally responsive pedagogy.