TY - JOUR
T1 - Feeling thankful: Therapeutic and educational benefits of agriculture and horticulture
AU - Hayes, Tracy Ann
AU - Grimwood, Samuel
AU - Christie, Mark
PY - 2022/8/30
Y1 - 2022/8/30
N2 - Whilst many young people are thriving, some find home and/or school life challenging. English schools are facing unprecedented challenges in meeting needs of young people with ever-diminishing resources (Mind, 2022). The World Health Organization (WHO, 2021) states adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours and physical ill-health. Covid-19 has exacerbated this (c.f. Owens et al., 2022), highlighting the importance of educating therapeutically to support the wellbeing of all young people, especially those perceived as vulnerable and/or at risk of exclusion from school (Hayes, Christie, et al., 2021; Hayes, Leather, et al., 2021). In 2020, funding was secured from the National Institute for Health Research (NIHR) North-East-North-Cumbria (NENC), under the Inequalities and Marginalised Communities theme. This was for collaborative applied research into how Therapeutic Horticulture (TH), e.g. school gardens, and Therapeutic Agriculture (TA), e.g. care farming, may benefit young people identified as being at risk of educational failure and later negative outcomes. The research sought to understand young people’s perspectives on these experiences and explore how it contributed to their health and wellbeing, personal development, and educational outcomes. Three key elements for TH-TA were identified: (a) purposeful work, (b) social interaction and (c) being outdoors. Learning activities were grounded, practical and purposeful, with opportunities to experience the elements – sun, wind, rain, hail, snow – requiring the necessary equipment and mind-set to cope. Educators discouraged over-protection and enabled calculated risk, whilst encouraging independence and teamwork. This article explores appreciative and social aspects of TH-TA and how these contributed to supporting young people who found a way through the challenges they faced. The aim is to contribute to improvements in educational, health and care services for young people across NENC, and inform policy and practice of others working in similar contexts.
AB - Whilst many young people are thriving, some find home and/or school life challenging. English schools are facing unprecedented challenges in meeting needs of young people with ever-diminishing resources (Mind, 2022). The World Health Organization (WHO, 2021) states adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours and physical ill-health. Covid-19 has exacerbated this (c.f. Owens et al., 2022), highlighting the importance of educating therapeutically to support the wellbeing of all young people, especially those perceived as vulnerable and/or at risk of exclusion from school (Hayes, Christie, et al., 2021; Hayes, Leather, et al., 2021). In 2020, funding was secured from the National Institute for Health Research (NIHR) North-East-North-Cumbria (NENC), under the Inequalities and Marginalised Communities theme. This was for collaborative applied research into how Therapeutic Horticulture (TH), e.g. school gardens, and Therapeutic Agriculture (TA), e.g. care farming, may benefit young people identified as being at risk of educational failure and later negative outcomes. The research sought to understand young people’s perspectives on these experiences and explore how it contributed to their health and wellbeing, personal development, and educational outcomes. Three key elements for TH-TA were identified: (a) purposeful work, (b) social interaction and (c) being outdoors. Learning activities were grounded, practical and purposeful, with opportunities to experience the elements – sun, wind, rain, hail, snow – requiring the necessary equipment and mind-set to cope. Educators discouraged over-protection and enabled calculated risk, whilst encouraging independence and teamwork. This article explores appreciative and social aspects of TH-TA and how these contributed to supporting young people who found a way through the challenges they faced. The aim is to contribute to improvements in educational, health and care services for young people across NENC, and inform policy and practice of others working in similar contexts.
KW - therapy
KW - Education
KW - Agriculture
KW - Horticulture
M3 - Article
JO - Social Publishers Foundation Practitioner Research
JF - Social Publishers Foundation Practitioner Research
ER -