Consolidating the use of food gardens, food waste management systems and kitchens/cooking facilities for experiential education in primary schools is an important next step for research, policy and practice. This includes addressing challenges regarding physical space, time and resourcing, and leadership support, to prioritise experiential FNS education in the school curriculum. Leveraging primary school-based infrastructure for educational purposes can support children to establish healthy and sustainable food practices, and promote the health of people and the planet now and into the future.
Kempler et al. (2025) studied this question.