When supporting students who are reluctant to try a new food, Sarah Rosow frames the experience as an opportunity for growth. Directing the students to take a look at their neighbor’s tongue, she asks them to notice the little bumps on the surface. Those (are) your taste buds and (they) need a lot of chances to try something before they can decide if they like it. This simple yet effective reframing of the challenge inspires bravery in her students by pointing out to them that preference grows just like shoe size. 

For the past six years, Sarah has been the Farm to School Coordinator at Guilford Central Elementary. In her role, she’s created a safe space for budding students to explore, evolve, and truly grow. Walking down the halls, students eagerly greet Sarah, recognizing the warm and steady presence she brings, both to the garden and to their lives.

Sarah’s love for nature and hands-on learning can be tied back to a simple yet profound childhood memory. “When I was a kid, my grandfather lived in Walla Walla, Washington, and he had a creek in his backyard. My cousins, sister, and I used to sit in the creek and eat blackberries right off the vine.” Having grown up in the city, Sarah didn’t have a lot of opportunities to eat food directly from the land, which made this cherished memory all the brighter. “I can still vividly remember how amazing those blackberries tasted.” This early experience planted the seed that would grow into Sarah’s passion for local food systems and environmental education.

After studying environmental science in college, Sarah was eager to apply her knowledge in a hands-on setting. She spent many long days working on an organic farm near Middlebury which became a pivotal moment in her journey. It was there that she experienced all the hard work that went into growing food. From there, Sarah started at Shelburne Farms, where she witnessed the impact experiential learning had on students, and how excited kids were about engaging with the land. These initial sparks would ignite her career in environmental education that eventually brought her to Guilford.

These days, Sarah’s approach to garden education starts with exposure and experience. “I just want the kids to have a positive experience. I want to get them wondering, curious, and engaged with nature—whether it’s tasting new things or learning about plants.” From there, Sarah layers in lessons on nutrition and plant science as the students grow, but her foundational goal is simple: make it fun and get the kids smiling.

Walking around the gardens at Guilford Central Elementary, the sense of community is clear, and at the heart of that community space are the gardens. The entire campus is a seamless interweaving of living spaces and playgrounds, each well worn with the wonder and curiosity of students. In addition to a booming garden at the forefront of the entrance traffic circle, pop-up gardens appear in every direction. From bean tents, where students can munch on fresh pole beans while tucked away in foliage, to a willow archway leading to an outdoor classroom; these spaces encourage exploration and growth in every sense.

It’s here, in the outdoors, that Sarah creates opportunities for every student to shine, especially those who might not thrive in a traditional classroom setting. For many students, the garden offers a new environment in which to excel—a place where the usual rules of learning shift. "Some kids really struggle in a sit-down, book-learning environment, but they excel in the garden," Sarah explains. "It turns the tables and gives different kids a chance to share their skills and knowledge with their classmates." Her inclusive and dynamic garden classroom fosters a sense of ownership, where students not only build confidence but also take pride in teaching each other, growing both as individuals and as a community.

One way Sarah fosters ownership in her students is by letting them put on the chef’s cap when it comes time to cook. A favorite memory involves making pesto with the students—except this pesto had little to no basil. “We used kale, nasturtium, mint, and a variety of herbs and greens.” The kids were free to stray from the typical recipe, concocting unique creations of their own. This inclusive approach was a huge success in getting younger kids to try new things while teaching them that the possibilities in the garden are endless.

Sarah’s teaching philosophy, much like the plants she grows, is rooted in care, curiosity, and community. By constantly creating opportunities for students to experience the wonder of the garden, she has helped to create a fertile learning environment for young bodies and minds to grow.

As one of her students put it when trying a new food for the first time, “my taste buds weren’t so sure, but I think they’re dancing!” In Sarah Rosow’s garden, learning is always in bloom—without walls, with endless possibilities, and with plenty of dancing and growing taste buds.

- Devan Monette