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Beth Gourlis sums up the most common hurdles of school gardens:  teachers who know how to get the most from their time in the garden, plants that are tended to regularly, plant variety to keep kids engaged throughout the seasons, meaningful engagement that draws teachers and kids into the cycle. I think the top priority is drawing in teachers because once you have curriculum they buy into, you are on your way to starting a self-sustaining cycle of engagement and growth in the garden.

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I previously ran a school garden for grades 5-8 with the same issues Beth Gourlis commented on.   It seemed like the garden was not a draw because it was just never exciting, it was always becoming.  And teachers were less excited than than the students about using the garden. I set out to show the teachers how they could use the garden by using my sphere of influence - the students.

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I decided to offer time in the garden as an elective.  I purchased supplies, including 2 watering cans because we did not have water.  I also bought a thermometer and other tools because I wanted to have a variety of things to do, to observe, and to discuss.   I took photos of the students working and next to plants to post so other students and teachers could see.  I planned a party for our big harvest, and students got to take vegetables to their other teachers.  I put notices in the bulletin so other teachers could hear what was happening in the green house.  I asked other teachers if their kids could help with watering during recess if they chose to.  I tried to leverage the kids' excitement so other teachers would become curious.  That didn't happen, but the students and I still had a great time.

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Can you find one ally, one teacher who seems even a little interested?  Maybe that one teacher or one class could become regulars, adopt an area or a project, and become a model?

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For engaging, rigorous curriculum, use resources from this class, find someone willing to share what they have, make it your own, try it, and just build as you go.  When teachers see you have some great ideas that their students love, they will want to support the garden.

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It seems that time and money are recurring themes that are often mentioned.

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I think the constraints of time I can relate to. The teachers have so much on their plate these days that they can't find the time in their schedule to get the students into the garden and don't have the time to do planning for garden work.

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I like the idea of the garden club mentioned by Wendy K. Getting students who are interested into the garden is a good start. I also think teacher training  or garden education would help get some e of the teachers to feel more comfortable bringing their students in.

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I agree with Kristina M & Sandy..that only feeling of being the only one-or no one. On one side ..its great..it's always available but the other side..no one else to share ideas, weeding etc. This goes with Antoinette-with just one person-costs can be high.

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I agree with Kristina M & Sandy..that only feeling of being the only one-or no one. On one side ..its great..it's always available but the other side..no one else to share ideas, weeding etc. This goes with Antoinette-with just one person-costs can be high.

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I feel too that many of the challenges have to do with funding and time--staff to help with the garden and all the upkeep

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I feel too that many of the challenges have to do with funding and time--staff to help with the garden and all the upkeep

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I think we have similar issues--finding the time and the staff to help and be motivated to keep the garden up--Tera S

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I think we have similar issues--finding the time and the staff to help and be motivated to keep the garden up--Tera S

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I think the more we have talked to staff and the more that staff have learned about the benefits of gardening and then sharing those ideas with other staff members has helped open up people's minds about working with children in the garden--I think the more ideas we can share about benefits, it may help motivate the staff to participate more with the children in their classroom

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I think the more we have talked to staff and the more that staff have learned about the benefits of gardening and then sharing those ideas with other staff members has helped open up people's minds about working with children in the garden--I think the more ideas we can share about benefits, it may help motivate the staff to participate more with the children in their classroom

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Keeping the enthusiasm up and keeping the school and teachers on board is a common problem in terms of keeping the garden going.

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Keeping the enthusiasm up and keeping the school and teachers on board is a common problem in terms of keeping the garden going.

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I would love to have a one stop place where we can go online and find articles, videos that answer garden questions, and gives tips to keep up on the right track.

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I would love to have a one stop place where we can go online and find articles, videos that answer garden questions, and gives tips to keep up on the right track.

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If you don't have the funding right away to hire a garden manager or someone to consistently maintain the garden it can be difficult to keep a project going over a long period of time.

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I tend to get wrapped up in the excitement of starting a project, but I've been learning to build sustainability into the foundation of a project. Maybe you're willing to be the project lead for a time, but make sure you plan in how the project will sustain itself after you're gone. I think funding and organizational structure/support are the two key factors to keep in mind.

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How did/do you maintain a project when you're not getting the support you need?

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How did/do you maintain a project when you're not getting the support you need?

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Common themes I noticed include much the same as has already been said, such as lack of parent and teacher involvement, as well as administrative support; lack of or limited funds and resources;  not enough time to plan and work in the garden; pandemic constraints currently; lack of garden knowledge, particularly for parents and teachers; isolation as a classroom teacher passionate about garden and outdoor education; ownership of the garden; maintenance and improvements.

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Common themes I noticed include much the same as has already been said, such as lack of parent and teacher involvement, as well as administrative support; lack of or limited funds and resources;  not enough time to plan and work in the garden; pandemic constraints currently; lack of garden knowledge, particularly for parents and teachers; isolation as a classroom teacher passionate about garden and outdoor education; ownership of the garden; maintenance and improvements.

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I have experienced  almost everything that arose as a common theme. I heard very familiar stories in the videos. 

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I have experienced  almost everything that arose as a common theme. I heard very familiar stories in the videos. 

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Having a dedicated garden educator and/or manager makes a huge difference, but of course that requires funding. To reduce my sense of isolation as one of the very few teachers who utilized the garden, I have reached out to teachers, parents, grandparents and asked for help. I have written "garden news" in the school newsletter asking for donations and help unapologetically and frequently. I have looked for and found other like minded educators. I have organized garden work parties. I have to remind myself to have realistic expectations for myself as well, especially when my vision  is not matching my ability. I have taken garden failures and turned them into lessons learned with my students. 

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Having a dedicated garden educator and/or manager makes a huge difference, but of course that requires funding. To reduce my sense of isolation as one of the very few teachers who utilized the garden, I have reached out to teachers, parents, grandparents and asked for help. I have written "garden news" in the school newsletter asking for donations and help unapologetically and frequently. I have looked for and found other like minded educators. I have organized garden work parties. I have to remind myself to have realistic expectations for myself as well, especially when my vision  is not matching my ability. I have taken garden failures and turned them into lessons learned with my students. 

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Getting a fairly large, enthusiastic leadership group comprised of teachers , administrators and parents has always been key in keeping our school gardens going. If you think of it in a time frame, parents move through a school system and the younger the teacher, the more likely they are to move in the first 5 years. That's why I like a larger leadership group that is diverse. As a Master Gardener, we have provided the training and guidance with the idea that we are not running the gardens. It's always more work on our part in the beginning, but it does get better if the enthusiasm and interest can be maintained with turnover.

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Funding a school garden is always an issue so I learned to reuse items and find sources of donations. For seed starting we used paper towel,  toilet paper tubes and chinese food containers and made paper planting pots out of newspapers and tin cans.  Gallon milk jugs became mini greenhouses, old windows and wood became cold frames.  Contact local garden clubs & Master Gardeners to help sponsor your garden or supply seeds, potting mix or volunteer help.  Contact local churches to see if they would be interested in supporting your school garden, particularly if it is serving low income families.  If you are in the Midwest and have Lutheran churches look to Thrivent Financial members to help with Thrivent Action Teams. Contact your local State or County Solid Waste Authority to see if there are any recycling grants that would be available; as well as your local Farm Bureau, USDA office, Forestry division.  Have an information table at a  local farmers market.

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If there is a problem with permission for permanent structures have you considered temporary structures over your existing gardens such as cold frames to extend your gardening season?

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What is the most successful community engagement activity you have tried? And how would you adapt it for Covid restrictions?

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1. Lowes & Home Depot usually have local community grants or employee work days and will supply some tools or materials.
2. Contact your local Boy or Girl Scout organizations and ask if there are any scouts looking for Eagle/Gold/ or Silver Award projects.  I have had benches, raised beds and Monarch way stations built through these organizations.
3.Ask your local PTA or Home & School Association for some funding as it is a direct benefit to their children.  Make an awesome PPT to show at a  meeting, there are lots of resources for that in this class.
4. Contact local garden centers for donation of plants and employee work day participation, particularly if they also do landscaping.  For the chance to put a sign in your garden that says "sponsored by" you may get funding.  Many businesses support sports teams because they get their name on a jersey. Leverage the number of students going through the school and make sponsorships known in newsletters to parents and the school garden website. Make sure people thank the businesses for their support. Ask to make a presentation to your local Chamber of Commerce to garner community business support.
5. Local churches often support food pantries and are interested in mission that involves improving the status of low income families particularly children.  Make a presentation or have an info table when they have their mission day, you may also get some new volunteers.

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We have had trouble finding time and money for all of our big ideas in the garden/outdoor classroom.

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We just try to take it as one idea at a time and just go for it. It can be a learning experience for everyone you don't always have to know what the lesson is for the day or what the outcome of something is going to be. Just go with it and learn with the children.

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Have you looked into garden grant programs to help with funding? Also have you tried to reach out to other garden programs near you that may have some starter ideas for your region?

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Funding, time commitment, lack of gardening knowledge in the teaching body, lack of district support.

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No I have always been supported and encouraged by my supervisors, and district groundskeepers. We have had great Farm to School grant writers. We have a service learning project that earns money for the school. We are often financially supported by Oregon Youth Corps.

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There are tons of books on gardening for those teachers who are intimidated by getting started. Also the internet is a huge resource. Try contacting the Master Gardeners in your region, they will be able to give advice and also may be able to put you in touch with volunteers. See if you can find an Americorps volunteer to work at ypur school and take on the garden project.

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I agree try the Master gardner program for help and advice. Apply for an Americorps volunteer. Start simple and small like the mud kitchen, a digging bed. Look for school garden grants. Contact your local Native Plant Society.

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Have you looked into school garden grants. Have you tried local gardening clubs or native plant societies. Is there a parent of one of your students who would like to help out?

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Have you looked into school garden grants. Have you tried local gardening clubs or native plant societies. Is there a parent of one of your students who would like to help out?

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Common themes that I heard were:
- lack of teacher buy-in
- short bursts of attention/interest rather than sustained activity
- integrating the garden into the school culture

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My classroom's garden partnership is so new that we honestly haven't had time to have many challenges, because our main challenge has been getting going! That being said, I did resonate with the stories that talked about leadership issues, because it has been difficult trying to navigate two different nonprofits in terms of who's in charge of what, who our go-to person is in both organizations, etc.

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Advice I have been given and am still learning to take/integrate myself is to "begin with the end in mind." To me, that means not rushing into getting children into the garden, but thinking about the goals I want them to achieve through garden work (whether that is a tangible project like building a new worm bin, or something less tangible like fostering a sense of connection to the earth) and working backward from there. If Z is the goal, what do I need to do at Y, X, etc? What resources will I need?

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For Susie in NYC, how did you explain to the students what had happened with their plants? How did you support them in making meaning from that disappointment?

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Common themes: lack of funding, and low teacher/admin commitment and garden sustainability issues due to lack of time and volunteers.

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Common themes: lack of funding, and low teacher/admin commitment and garden sustainability issues due to lack of time and volunteers.

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Lack of time, money, volunteers and teacher engagement are all issues I constantly face in our school garden program.

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Lack of time, money, volunteers and teacher engagement are all issues I constantly face in our school garden program.

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Teacher/community buy in seems to be one of the most common themes.  This is certainly difficult, because without a sustained GROUP effort, large projects like school gardening may start, but also may not see continued success. 

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Teacher/community buy in seems to be one of the most common themes.  This is certainly difficult, because without a sustained GROUP effort, large projects like school gardening may start, but also may not see continued success. 

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Teacher engagement in a sustained and curriculum based way. Covid issues. Maintaining gardens throughout the seasons. Meaningful & sustained participation for students.

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Teacher engagement in a sustained and curriculum based way. Covid issues. Maintaining gardens throughout the seasons. Meaningful & sustained participation for students.

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There are so many similar challenges. Buy-in, sustaining interest & engagement, connecting to the classroom subject areas and curriculum, etc

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There are so many similar challenges. Buy-in, sustaining interest & engagement, connecting to the classroom subject areas and curriculum, etc

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After listening to everyone I am realizing that our focus on a particular grade level is actually been more effective than I realized. We are a school for students with special needs ages 3-21. For the last couple of years the garden has been a focus through our 18-21 program as an internship. This has definitely become more integrated into scheduling weekly. 

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After listening to everyone I am realizing that our focus on a particular grade level is actually been more effective than I realized. We are a school for students with special needs ages 3-21. For the last couple of years the garden has been a focus through our 18-21 program as an internship. This has definitely become more integrated into scheduling weekly. 

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* sustaining garden throughout the year
* variety of plantings to attract/ssustain interest
* administrative and funding support
*comfort level of teachers to incorporate garden into their classes
Theresa s

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I'm fortunate that my school loves having the garden as part of their early childhood program.  Enough time with the students, enough time to grow a variety of plants to stimulate interest and curiosity, enough time to show cause /effect and celebrate success - so that it is not just a novelty experience                        Theresa s 

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I'm fortunate that my school loves having the garden as part of their early childhood program.  Enough time with the students, enough time to grow a variety of plants to stimulate interest and curiosity, enough time to show cause /effect and celebrate success - so that it is not just a novelty experience                        Theresa s 

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I rally like Judy P's idea of a forum for sharing info - wether it is held at county, state of regional level

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I rally like Judy P's idea of a forum for sharing info - wether it is held at county, state of regional level

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Theresa S

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Just in case you haven't yet, here is the website for your local agricultural extension office.  I have found that Master Gardeners tend to have some seeds or plants available to donate, or they know where you get some donations.
https://extension.uga.edu/county-offices/dekalb/agriculture-and-natural-resources.html

Theresa S

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The need for "buy-in" from admin and members of the school community - including parents - is essential

having proper and accessible space that is unencumbered by town or regional rules and demands

having the funding

having people dedicated to take care of the garden space throughout the year is also important.

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I have experienced the issue of having inconsistent support from parents - especially during the summer months - with regard to upkeep (weeding, watering, etc).

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I have experienced the issue of having inconsistent support from parents - especially during the summer months - with regard to upkeep (weeding, watering, etc).

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Teachers seem unwilling to alter their curriculum timing to allow for the garden to supply students with food for their classes (ex: family and consumer sciences always has a cooking unit for the grades, but they end up using store-bought produce instead of using the garden); PTA nutrition and garden committees don't always work together, so it seems like a lost opportunity when foods that the nutrition committee offers could be completely supplied by the school garden. This results in duplication of efforts and a disconnect between the advantage of having a school garden and its relationship to good nutrition.

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It is so beneficial to have a good PTA to support garden-related events (planting, maintenance, harvesting, tastings). We have been lucky most years. It also really helps to publicize and talk up the garden at staff meetings, have bulletin boards up in the hallways - keeps the garden on people's mind and helps build momentum.

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It is so beneficial to have a good PTA to support garden-related events (planting, maintenance, harvesting, tastings). We have been lucky most years. It also really helps to publicize and talk up the garden at staff meetings, have bulletin boards up in the hallways - keeps the garden on people's mind and helps build momentum.

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For Frank (Arizona): what did your online gardening teaching look like? Loved the connection between local population and growing one's own food. There is so much outreach that should be possible - especially during these times when there is so much food insecurity. Would love to find out more about how you managed the outreach.

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For Frank (Arizona): what did your online gardening teaching look like? Loved the connection between local population and growing one's own food. There is so much outreach that should be possible - especially during these times when there is so much food insecurity. Would love to find out more about how you managed the outreach.

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For funding, our school district (and maybe some of yours...?) has a foundation that awards small and large grants for activities that reach as many students as possible.  It is how we were able to build a garden in the first place, and they also funded our hydroponics program. Our district also had some discretionary money from cereal boxtops - some of that money was used to fund aquaponics program (in progress).  

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For funding, our school district (and maybe some of yours...?) has a foundation that awards small and large grants for activities that reach as many students as possible.  It is how we were able to build a garden in the first place, and they also funded our hydroponics program. Our district also had some discretionary money from cereal boxtops - some of that money was used to fund aquaponics program (in progress).  

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Besides that, having an involved PTA really helps with seeds, soil, and other garden related items.

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Many of the problems teachers are having is sufficient time and resources, and these are often limited by access to funding.  So where is a good place to look for funding?
Cornelia

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I've had many of the same difficulties as others, funds, allocated staff to adequately plan for all children. It seems like knowing how to access help within the school community is also a limiting factor.

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I've had many of the same difficulties as others, funds, allocated staff to adequately plan for all children. It seems like knowing how to access help within the school community is also a limiting factor.

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Some funding sources:  KidsGardening.org
https://www.annies.com/grants-for-gardens/
Seedmoney.org
https://www.seedsavers.org/seed-donation-program
whilekidsfoundation.org

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I observed mostly funding issues, getting other teachers engaged in the garden and, naturally, the challenges of the virtual world brought about by COVID.

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Funding hasn't been too much of an issue for us (yet, luckily), however I have had some issues with getting teachers involved in the garden. I am also struggling a great deal with COVID. Our school has been entirely virtual since the very beginning and keeping kids interested in a garden that they cannot be present in has been one of my biggest hurdles.

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One of the most effective ways of engaging teachers in the garden has been holding teacher only garden/farm events. We've held a planting day for only teachers at the farm to build a sense of ownership and familiarity. We are also planning a social distance mixer of sorts, with the drinks containing fruits and herbs harvested from the garden and farm. As for engaging students in garden, we have put together extensive projects and deep dives into the value of pollinators, forests and community building, all online. One of my favorites so far has been the Food Forest project. Students explore the global and local value of forests and how to incorporate tiny forests into our urban landscape. Students then built their own virtual food forest blueprints and did research to plant them in vacant lots around the city.

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What methods have you used to engage teachers and families in Farm to School education?

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-kidsgardening.org - Lessons to Grow By
-Link up with local community farms for virtual tours.
-We've also welcomed guest speakers from Watershed Management Group and AZ Sonoran Desert Museum to have experts discuss local flora and fauna and the local watershed. If you have similar organizations in your hometowns, reach out and I'm sure most will be willing to contribute in some way.

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Yes, I have faced similar challenges because I don't know where we'll get the funding for our garden. And, if not for an outside organization, how teachers, students and other staff will maintain the garden. It seems like a big responsibility, so it seems like there needs to be a whole garden middle school class and someone who makes sure to tend to it year round. Additionally, I would like to help start a school garden, but I don't want to tend to it in the summer because that's when I, as a teacher, get a verry much needed break from students.

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This was already said in the suggestions/advice, but contacting local Master Gardeners, or, if a college or university is nearby, you could talk to their Extension, or Agroecology, etc, department.

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Some of the common problems I have heard are teacher involvement and COVID.

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I have  had similar expense mistake like Antoinette. They can be costly. I also Have problem with the littles wanting to pick things to soon like Rebecca. I myself found it hard to bring the children to the garden to teach like the  challenges of teachers in Erin's and Tera's videos.

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One thing I do now to help with costly mistakes is more reseach and ask for help.
This has also made it easier to teach in the garden.

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So you don't make costly mistakes. The best resource for planting and caring for plants in your location is you greenhouse owners. They grow it local and understand gardening for your location. They are always eager to help and will know what kind of plants are safe for your kiddos

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-lack of teacher buy-in
-not knowing where to get the information (who to talk to) or who to receive approval from
-money

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I have completely understand the teacher dilemma that a few people mentioned. I know there is already so much on their plates and that asking for garden class time is another thing, but having the teacher use the space repeatedly is one of the best way for students to learn those real life applications of the garden space.

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Sustainability ,leadership support of garden projects, supporting teacher to feel empowered to utilize the garden without the "lead" garden person

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Leadership support and empowering teachers

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Do it anyway, provide positive data and benefits, make it  a sharing with other classroom and involve parents and community partners

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Give the challenge presented how  did you move past it

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garden.org,, master gardeners in your county , 4-H clubs.

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Integrating the Culture of the Garden into the larger system

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Integrating the Culture of the Garden into the larger system

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A common theme I observed was that the garden seemed to be a small, separate, and culturally unsupported part of the larger system. In most cases, this was the learning garden at schools. In my particular case, it is similar at the camp. I am the only director who takes interest and sees the full opportunity of it. It's not counted as unimportant, but no one has the slightest interest in knowing what it is all about or what the lesson plans contain.

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My teachers become overwhelmed and feel like they are alone in the process.

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Teacher training helps. Also start small.

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Teacher training helps. Also start small.

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The teachers knowing how to utilize the garden was my issue, and also one that I heard over and over from my colleagues. I feel like there are so many demands on teachers time, and overcoming that and helping them to see the garden as an important learning space is difficult. I find it frustrating that more teachers don't fully utilize the gardens at their schools, but also I'm happy that I'm not the only one with this challenge and hope we can come up with some solutions. 

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The teachers knowing how to utilize the garden was my issue, and also one that I heard over and over from my colleagues. I feel like there are so many demands on teachers time, and overcoming that and helping them to see the garden as an important learning space is difficult. I find it frustrating that more teachers don't fully utilize the gardens at their schools, but also I'm happy that I'm not the only one with this challenge and hope we can come up with some solutions. 

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-Gardens need to be part of the larger system of educating our students; they cannot be seen as an add-on to our children’s education.

-Gardens are ineffective teaching tools when viewed by teachers as an add-on chore, or as a nicety that they get a break from teaching when garden experts show up and teach in their place.

-There is a lack of resources…money, workers, and experts.

- There is a lack of leadership and understanding of the full value of nature. Administrators in state education roles and ISDs, and public health agencies are not actively championing for teaching in natures gardens for their full educational, health, and wellness value.  Instead, garden experiences are siloed, ill-equipped teaching tools led by well-meaning parents, or individual teachers.

- There is a lack of sustainability.  Even when garden funding is obtained, it is usually for the initial garden installation, and does not consider long-term operation and maintenance or continued curriculum enhancement.

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I’ve witnessed all of these challenges in one school.  Finding money and gardening expertise is at a premium.  Then, when found, teachers are happy to let their kids go to the garden to learn and take a break themselves.  Collective state, district, school-wide, or teacher ownership of gardens for their full educational, mental, and physical health benefits are not understood and therefore they are not priority, except to the passionate few.

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There are so many great garden resources, locally and nationally.  I keep a list on my Healthy Schools Website, and will be updating it with many of the amazing resources I learned of from this class

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Healthy Schools Inspire Students

Schools and pre-schools inspire our children to collaborate, read, write, solve problems, explore science, history, and art, while providing them the opportunity to understand their place and impact on Earth, and the need to protect the world in which we all share. School buildings themselves have the power to make learning easier or more difficult. A room brightly lit with natural light, clean air, air temperature that's not to hot or not too cold, and one void of air contaminants gives children the ability to think without hindrance. Schools whose administration, teachers, and student bodies actively conserve water, energy, and other natural resources, either by design or behavior become district leaders. Campuses utilizing gardens and other outdoor learning settlings and encouraging student field trips to local natural and historic places, inspire children to love nature and each other while learning core competencies, staying healthy and happy, becoming resilient, and setting them on a course for success.

COVID Learning Resources

During this unprecedented time of challenge for our schools and pre-schools, it is more important than ever to make healthy choices and use the great outdoors and our schoolyards as learning environments. Many of the organizations listed below (Helpful Links) provide guidance on teaching and stay connected to nature. See also Champions for our Children: COVID Learning Resources for tips and tools for teachers, parents, and school districts teaching in-person or virtually during this challenging time.

Connecting Schools & Community

Administrations supporting strong parent and local business involvement...tutoring, mentoring, or working together with students in schoolyards and gardens...build strong, resilient communities. The value of our shared resource...schools...cannot be understated. Using our schools as a shared asset is a benefit for the whole community!

Healthy Tweaks Can Help

I work with districts, schools, or individual administrators to help improve the health of schools and their occupants, reduce their impact on our Earth, and save your district/school money. My background as an engineer with an emphasis in water resources and environmental pollution control; long-time role as my children's school Advisor for the Kids for Saving Earth Club and PTO Community Service & Sustainability Advisor; leadership in regional collaboratives and boards who's missions are to protect the natural environment and get children outside; and passion for the health & education of all children and protection of our Earth gives me the unique perspective to be able to identify and prioritize the healthy changes ("tweaks") that your school needs.

Partnering for Healthy Schools

Allow me to hear about your school's needs and priorities, and together we can:

Develop a mission statement to display your school's commitment to Environmental Leadership

Design outdoor learning environments, start an edible or pollinator garden, plant trees, and integrate nature into learning at your school

Understand the importance of involving all your school's stakeholders: Administration, Teachers, Staff, Students, Parents, and the Community

Identify curriculum integrating the concepts nature, the built environment, children's health, environmental health, and sustainability

Select free/low cost eco-competitions involving the whole school to conserve natural resources and thus money for your school

Become a NWF Eco-School, EcoRise, Green School Alliance School, and/or a Green Ribbon School

Start a Student Eco-Club at your school

Remember!

You can't educate people that are not healthy. But you certainly can't keep them healthy if they're not educated." Joycelyn Elders

In the end, we will conserve only what we love; we will love only what we understand; we and we will understand only what we're taught. Baba Dioum

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Healthy Schools Inspire Students Schools and pre-schools inspire our children to collaborate, read, write, solve problems, explore science, history, and art, while providing them the opportunity to understand their place and impact on Earth, and the need to protect the world in which we all share.

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I'd encourage them to search for sustainable grant funding, not just to start the garden, but to operate and maintain it for years to come.

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I would ask them if they’ve created a garden community that includes admin, teachers, PTO, parents, community members; doing anything alone, without buy-in or support, you may be simply perceived as being a "fruitcake," and the fruits of your labor will end with your commitment.

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As others have mentioned, time, money, and teacher buy in are common themes I noticed. I think this ultimately results in lack of sustainability.

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Frustrations with getting other teachers involved... or convincing others to feel/now that they were also welcome to teach in the garden setting.

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Frustrations with getting other teachers involved... or convincing others to feel/now that they were also welcome to teach in the garden setting.

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Creating a sustainable, long-lasting program

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Creating a sustainable, long-lasting program

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My advice is putting up a document in the teacher lounge with a few garden guidelines, such as the combination for the lock on the shed, times for watering, times for harvest and planting, and ongoing, daily garden chores or activities that can be done, along with a couple really popular lessons. Maybe offer some garden training too!

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Woah! I can't imagine a principal insisting on plants being thrown away like that. Just crazy. Good for you for moving it to another location though! Has a garden been reinstated at the school yet?
- Julie L

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Athina A.                                           The main challenge I face is the effects of the pandemic. School gardens in Greece are not institutionalized, they are not a priority of schools and now they are in obscurity.

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Athina A.                                           The main challenge I face is the effects of the pandemic. School gardens in Greece are not institutionalized, they are not a priority of schools and now they are in obscurity.

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The common theme that I saw a lot is funding and the Covid uncertainty.  Which is so stressful because the Covid issue is nothing anyone can do anything about.

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We have been really lucky in that we received grants recently for the garden so the funding as of now isn’t a problem.  We also have been lucky as we haven’t been forced to close down at all yet (fingers crossed that it doesn’t happen later on).  But we did have a short time of low attendance when school started back up.

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As far as funding goes keep looking for grants.  I’m not the director so I don’t know very much about that part of the gardening.  As far as Covid all I can say is stay strong and remember it might still be a while but it will be over sometime and don’t loose your love for the garden.

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Athina A                                          The biggest challenge in the schools I work with is the principals and the owners. They often do not give money for equipment and infrastructure, they wait for the garden crop to support the needs of the school, they do not emphasize the importance of the garden to the parents and mainly they do not consider it part of the school. When I go the garden is there when I do not go the garden is not there for anyone. The only way I could reverse this was through working with the children and gradually changing them to moving home.

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Athina A                                          The biggest challenge in the schools I work with is the principals and the owners. They often do not give money for equipment and infrastructure, they wait for the garden crop to support the needs of the school, they do not emphasize the importance of the garden to the parents and mainly they do not consider it part of the school. When I go the garden is there when I do not go the garden is not there for anyone. The only way I could reverse this was through working with the children and gradually changing them to moving home.

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Athina A.                                       I would like to ask Frank D. about the reception that initiatives have received from families and whether all this effort is funded.

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Athina A.                                       I would like to ask Frank D. about the reception that initiatives have received from families and whether all this effort is funded.

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I really like how Erin B articulated her challenges in the garden. I've seen a similar lack of continuity where teachers treat the garden as more a field trip than a resource that can be utilized repeated to reinforce ideas or themes that are being taught. 

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I really like how Erin B articulated her challenges in the garden. I've seen a similar lack of continuity where teachers treat the garden as more a field trip than a resource that can be utilized repeated to reinforce ideas or themes that are being taught. 

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We all seem to need more funding and time. 

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We all seem to need more funding and time. 

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Participation during COVID is a struggle. I noticed that was a common thread. Also funding, either budgeting or not budgeting for the garden. It is hard to request funding if you are unable to produce the product you set out to do.

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The school I work at is due to get a major renovation (as well as the other high schools in the city). When talking with the planning committee, I learned they not only did not plan for the any updates to the greenhouse on the main floor, but that they are removing the one currently located on the roof. As that area is a major source of leaks into the offices below. No funding to replace the rooftop garden either.

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We had success with REAP as well as AmeriCorp volunteering and looking for grants to help fund our greenhouse.