Growing Beyond Support to Cultivate Success: Examining the Meaning of School-Based Agricultural Education for Students with Disabilities

This hermeneutic phenomenological study examined and interpreted experiences of students with disabilities who were active in school-based agricultural education (SBAE). This study sought to answer the question, “What does it mean for students with mild to moderate disabilities to participate in SBAE programs?” Guided by van Manen’s approach, in-depth interviews, artifact elicitations and observations were interpreted by a team of researchers to illuminate patterns across classroom/laboratory, FFA, and SAE. Two paradoxical yet interconnected patterns emerged: Striving for Independence and Relying on Support. Participants emphasized how group activities, friendships, and skill development fostered independence and autonomy. Their stories and artifacts highlighted personal growth connected to experiencing SBAE while living with a disability. At the same time, participants described balancing independent participation with accepting assistance when needed. Individualized supports from SBAE teachers and parents often enhanced students’ independence, though parental overprotection, particularly from mothers, sometimes limited self-reliance both within SBAE and beyond school. These findings contribute to the limited research on students with disabilities in SBAE and offer insights for teachers and teacher educators seeking more inclusive practices. The study also highlights opportunities for future inquiry into the lived experiences and meanings of SBAE involvement for this population.