School gardens are increasingly recognized as important platforms for improving food access, conserving agrobiodiversity, and advancing environmental education. In the Philippines, the Department of Education’s Lighthouse Schools program institutionalizes bio-intensive gardening alongside nutrition education. Here, we examine how school gardens are implemented and sustained within this program, using a qualitative approach based on key informant interviews. Our results show widespread promotion of traditional and indigenous fruits and vegetables, with all schools conserving, planting, and consuming local crops. Crop selection is shaped primarily by nutritional value, seed availability, and ease of cultivation. Although community participation is strong, schools face persistent constraints, including limited funding, unreliable water supply, and a shortage of labour. Our results highlight the need for integrated support systems, cross-sectoral partnerships, and sustained local engagement to enhance the contribution of school gardens to food security, sustainable agriculture, and environmental literacy.

Keywords:
Agrobiodiversity, School Meals, Climate Adaptation, School Gardens, Child Nutrition