Implementation and Sustainability of Gulayan Sa Paaralan Program Implementation: A Case Study

In the face of widespread food insecurity and student malnutrition in the Philippines, school-based gardening initiatives have emerged as viable interventions, yet little is known about the long-term sustainability of these programs. While many studies highlight the nutritional and academic benefits of school gardens, there remains a gap in understanding the specific mechanisms, challenges, and practices that sustain their success, particularly in resource-limited rural contexts. This study addressed this gap by exploring the implementation and sustainability of the Gulayan sa Paaralan Program (GPP) in a recognized best-implementing public secondary school in Misamis Oriental. Using a qualitative case study design, data were collected through in-depth interviews, focus group discussions, and artifact analysis involving school administrators, TLE teachers, student leaders, parents, and community members. Thematic analysis revealed six key themes: curriculum-aligned implementation, stakeholder engagement, advocacy and promotion, barriers to program implementation, sustainability practices, and collaboration with stakeholders. Findings showed that the GPP’s success stemmed from strong curriculum integration, collective ownership by stakeholders, innovative farming strategies, and regular monitoring. External support, community partnerships, and student leadership were essential in sustaining engagement and overcoming environmental and resource challenges. However, barriers such as limited infrastructure, funding gaps, and inconsistent administrative backing were identified. The study points that sustainable school garden programs require a holistic, adaptive, and community-centered approach. Future researchers are encouraged to expand the scope across multiple school settings and apply mixed methods to further investigate the impact of school gardening on educational outcomes and food security.