“For homeless and transient urban children (of which we have many) the garden is an oasis of natural beauty in their asphalt jungle of apartments, shelters and hotels. The butterflies, the birds, the insects, the food - these are all amazements to children who have not experienced nature. I once had a newly arrived 6th grade girl stand in complete bewilderment in front of a cotton plant bursting with beautiful white cotton. She could not believe that this is where we get cotton. She begged for a seed and pot to take home and plant - which of course I gave her. She said she lived in a hotel and they were not allowed to have pets, so she wanted to grow this cotton plant and keep it as her "pet". She was only at our school for a few more days before she moved on.” —Martha Deichler, Principal, Vista Square Elementary School, Chula Vista

“Marco was a third grade student who recently moved to California from Guatamala. He came to the garden with a small group of classmates and a special aid. His shy disposition was not unusual for a visitor to the garden but I soon learned that the garden setting was not the reason for his shyness. While asking the children questions about the garden, identifying plants, recognizing scents and insects Marco's classmates were quick to let me know that Marco has never spoken a word at school. We continued to tour the garden. We sat in the grape vine covered dome and ate our six plant part “burritos,” we looked at the composting worms and opened up flower seed heads. All along Marco seemed to gain interest, doing what all the other kids were doing, then he found the strawberries. He stood by them and looked at me. I kneeled down to his level and picked one and motioned for him to do the same. He did. I said "fresa," I said it again encouraging him to repeat me. A small fearful moment of silence passed then Marco said "fresa" followed by a faint smile. His aid was astonished, I looked over Marco's head and saw her huge smile and tears in her eyes. That was the most memorable strawberry I ever ate." —John Fisher, Garden Educator, Hidden Villa Garden, Los Altos Hills

“I am able to provide a place for these kids to go after school that is safe and positive. They learn what hard work and helping each other is all about.” —John Garza, teacher, garden coordinator, Bell Gardens Intermediate School, Montebello

“I have seen my students carefully scoop up an earthworm washed up by rain, and gently place it into one of the raised beds. These actions come from girls who last February would never have thought twice about squashing such a gross and slimy creature. It’s a small act, but it indicates a reconnection and responsibility to the surrounding environment.” —Rex Brooke, Teacher, Ramona High School, Los Angeles Ramona is the only school of its kind in the LA county school district. The all female campus addresses the needs of girls in the penal system, who are single mothers, in foster care and/or otherwise “at risk.”

“Our special education students are becoming school leaders with this (garden) project and are benefiting from increased social interaction with the entire school.” —Cher Patkoski, Teacher, Catherine Everett Elementary School, Modesto Two special education classes make up the Junior Garden Club Project with help from their teachers and volunteers from the Modesto Garden Club. Students started by raising vegetables in four raised beds, and then took over responsibility for all of the landscaping and flowers for the school grounds. Students in the mainstream population have asked to be allowed to join the Junior Garden Club project as they see the difference it is making in the school’s appearance.

“A school garden presents an ideal context for teaching interpersonal and cross-cultural knowledge, skills and values. Basic aspects of social education, such as the ethic of caring and citizenship education, can be intended outcomes of classroom gardening, in addition to knowledge of plants and soil. Furthermore, knowledge of cultural diversity can be built into the curriculum to educate children about their own cultures and the cultures of others, within the local community and on another continent. When children examine gardening in a cross-cultural and global context they develop an increased appreciation for the ranges of human as well as plant diversity. They begin to understand how geography, economics, and history play a role in gardening today and, in the process, learn how their decisions as cultivators, consumers, and citizens may have a global, as well as local impact.” —Doni Kwolek Kobus, EdD, Professor Emerita of Teacher Education, California State University, Stanislaus