Briefing Document: Increasing Food Security in Upper Peninsula K-12 Schools Through Indoor Agriculture

Prepared for Fork Farms Partners

May 20, 2025
Source: SHF Year 1 Research Report (2023-2024)

Overview

Fork Farms, the MiSTEM Network, and the Superior Health Foundation (SHF) partnered to bring indoor agriculture to schools across Michigan’s Upper Peninsula (UP) to combat food insecurity and enhance students’ understanding of fresh food systems. The initiative provided Flex Farms and related curriculum to middle and high school students, aiming to increase their knowledge of fresh food production, improve perceptions of fresh food, and ultimately encourage greater consumption of healthy leafy greens and vegetables. Students and teachers were surveyed using rating scales and open-ended questions.

Key Findings

• Significant knowledge increase:
  • Students demonstrated statistically significant gains at the 5% level in understanding how fresh vegetables are grown and recognizing that indoor-grown vegetables are as nutritious as outdoor-grown ones.
  • Students were more likely to acknowledge that growing food is STEM-related and expressed increased interest in indoor agriculture.
• Shifting perceptions & behaviors:
  • Students’ overall perception of fresh food showed statistically significant gains at the 10% level, but consumption habits did not change significantly within the first year.
  • Teachers reported high engagement, with students enjoying hands-on experiences, watching plants grow, and eating their harvest.
• Teacher perspectives:
  • Teachers overwhelmingly praised the curriculum, citing its effectiveness in 3-P learning (Problem-, Project-, and Place-Based learning) and its equitable accessibility for students.
  • 100% of surveyed teachers would recommend the curriculum to peers and would teach the unit again.
  • Challenges included timing of planting, maintaining plants over breaks, and cleaning the units.

Addressing Food Insecurity in the Upper Peninsula

• High food insecurity rate: The UP’s food insecurity rate is 14%, higher than the state average of 11.5%. Many UP communities qualify as food deserts, with limited grocery store access.
• Indoor agriculture as a solution: By empowering students to grow their own fresh food, this project provided direct access to nutritious produce while fostering knowledge of sustainable food systems.
• Community impact: Some schools incorporated student-grown produce into school meals, while others sent fresh greens home with students and staff, demonstrating real-world applications of indoor agriculture in addressing food security.

Student Engagement & Learning Outcomes

• Students enjoyed hands-on learning, including planting, monitoring, and harvesting crops.
• The majority of students said they learned something new, particularly about sustainability, food systems, and indoor growing technology.
• Some students expressed interest in growing their own food at home, indicating the potential for long-term behavioral change.

Teacher Impact & Implementation

• Schools from all seven Intermediate School Districts (ISDs) in the UP participated.
• Teachers praised the Farmative™ digital platform, which provided setup guidance, curriculum resources, and instructional support.
• Key benefits teachers observed:
  • Increased student engagement
  • Expanded knowledge of food systems & sustainability
  • Hands-on exposure to STEM and agricultural concepts
  • Encouraged responsibility & ownership over food production

Next Steps & Recommendations

• Expand the program: Engage more UP schools to reach additional students and teachers.
• Enhance food integration: Develop strategies to encourage greater consumption of student-grown produce, such as classroom taste tests, cooking activities, and school cafeteria collaborations.
• Support data collection: Improve post-survey participation to strengthen impact measurement.
• Develop structured food distribution: Explore ways to formally integrate school-grown produce into food access programs for students and families.
• Refine and expand curriculum: Based on teacher feedback, explore curriculum extensions, digital notebooks, and additional lessons to increase student engagement.

Final Thoughts

The first year of the SHF-Fork Farms partnership successfully increased students' knowledge of indoor agriculture and food systems, demonstrating the potential of hydroponic technology to transform school food security and education. With ongoing refinement and expansion, indoor agriculture can continue to be a powerful tool for addressing food insecurity, promoting STEM education, and fostering sustainable communities.

For further details, contact Kim Smith Kolasa at kim@forkfarms.com.