Urban agriculture education for teens: A multidimensional study of positive psychosocial and metacognitive outcomes

Mecca Howe and Jennifer Robinson

Journal of Agriculture, Food Systems, and Community Development, 2025, vol. 14, issue 2

Abstract: Research shows that youth participating in engaged agricultural learning gain important practical skills and knowledge. The physicality, setting, and social aspects of agricultural and horticultural projects are opportune for improving mental, emotional, and social well-being—yet the psychosocial and meta­cognitive impacts of agricultural learning are still unclear. This study examines psychosocial impacts among youth participants, ages 13–17, in the Felege Hiywot Center’s 2023 STEAM (science, technology, engineering, agriculture, and math) Farm Camp. The Farm Camp combines hands-on urban agriculture with employable skills training while addressing food insecurity in an urban neigh­borhood with limited access to affordable and nutritious foods. During the camp, students design and maintain garden plots where they grow food, prepare shared meals, and participate in integrative science projects. Using a mix of quantitative and qualitative data collected from surveys and facili­tated journaling, we explored the positive psycho­social and metacognitive impacts of camp partici­pation. We found gardening instilled positive feelings and was perceived as a source of stress relief and accomplishment among participants. Teens also gained social support through the devel­opment of friendships and mentorships. Further­more, their participation in the program was asso­ciated with metacognitive skills development, including self-awareness and reflection. This case study provides a compelling example of how to engage youth from an underserved area in sustain­able urban agriculture while fostering metacogni­tive skills development and positive psychosocial experiences. We conclude that urban youth agricul­tural learning programs have valuable impacts on participants that go beyond agricultural education and the achievement of practical skills. These find­ings—which highlight the potential to contribute to psychosocial well-being, social support, and metacognitive abilities associated with maturation and personal development—may be particularly useful for other programs addressing at-risk and vulnerable youth.

Keywords: Teaching/Communication/Extension/Profession (search for similar items in EconPapers)
Date: 2025
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