The Positive Impact of School Gardening on Children’s Psychological, Social, and Behavioural Wellbeing in Aotearoa New Zealand.

Our mixed-method, multiple informant study examines school-garden engagement and primary school-aged children’s wellbeing. A cluster analysis and thematic analysis reveal that children have self-declared and observed positive emotional and social school-garden experiences. Experiences may be more positive for some children with different needs and abilities, and younger than older children.