Nutrition across the curriculum: a scoping review exploring the integration of nutrition education within primary schools

2021 ◽  
pp. 1-44
Author(s):  
Berit M. Follong ◽  
Angeliek Verdonschot ◽  
Elena Prieto-Rodriguez ◽  
Andrew Miller ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Scoping Review ◽  
Primary Schools ◽  
Student Outcomes ◽  
Overweight And Obesity ◽  
Integrative Approach ◽  
Intervention Effectiveness ◽  
Education Programs ◽  
School Based

Abstract Primary schools contribute to promoting healthy eating behaviour and preventing overweight and obesity by providing nutrition education. Research highlights the importance of improving teachers’ program implementation to enhance intervention effectiveness. An integrative approach has been suggested to reduce time barriers that teachers currently experience in teaching nutrition. This scoping review explores use and effectiveness of integrative teaching in primary school-based nutrition education programs. Six databases were searched for primary school-based interventions on nutrition education. Papers reporting on integration of nutrition topics within core curriculum were included. Abstracts and full texts of potentially relevant articles were screened to determine eligibility. Next, data were extracted and tabulated. Findings were collated and summarised to describe intervention characteristics, subject integration and effectiveness of the included programs. Data describing integration of nutrition into the primary school curriculum were extracted from 39 eligible papers. Nutrition education programs often involve lessons about food groups and are frequently embedded within the mathematics, science or literacy syllabus. Although articles report on the integration of nutrition, the use of this approach was not commonly described in detail. Only seven papers discussed student outcomes related to the integration of nutrition education within core subjects. The ability to draw strong conclusions about school-based nutrition intervention effectiveness is limited by the current lack of program description and methodological issues. Hence, more research is warranted to inform evidence on effectiveness of integrative nutrition education for both teacher and student outcomes. Future studies that include greater detail regarding the integrative approach are needed.

scholarly journals Evaluating OzHarvest’s primary-school Food Education and Sustainability Training (FEAST) program in 10–12-year-old children in Australia: protocol for a pragmatic cluster non-randomized controlled trial

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
F. Karpouzis ◽  
R. Lindberg ◽  
A. Walsh ◽  
S. Shah ◽  
G. Abbott ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Primary School ◽  
Nutrition Education ◽  
Process Evaluation ◽  
Food Waste ◽  
Primary Schools ◽  
Controlled Trial ◽  
Randomized Controlled ◽  
School Based ◽  
Food Education

Abstract Background The promotion of healthy eating is a public health priority. Poor dietary behaviours, including low fruit and vegetable (F&V) consumption are of particular concern among children. Novel nutrition promotion strategies are needed to improve F&V consumption. Sustainability education could be used to support nutrition education within the school context. The purpose of this paper is to report the protocol for impact and process evaluation of the school-based Food Education and Sustainability Training (FEAST) program, designed to educate children about sustainability, food waste and nutrition, using hands-on cooking activities. Methods A pragmatic, parallel, cluster non-randomized controlled trial with pre- and post-measures, will be implemented among 20 primary schools (10 intervention vs 10 wait-list-control) within NSW, Australia, involving children in Grades 5–6. FEAST is a curriculum-aligned program, delivered as a 1.5-h lesson/week, for a 10-week unit of inquiry, incorporating theory and cooking. FEAST was developed using theoretical frameworks which included Social Cognitive Theory and the Precede-Proceed Planning model. Primary outcomes include children’s self-reported F&V intakes (serves/day). Food literacy constructs such as: nutrition knowledge, food preparation and cooking skills, self-efficacy and behaviours, food waste knowledge and behaviours and food production knowledge, will be assessed as secondary outcomes. Process evaluation will assess program reach, adoption, implementation, maintenance, satisfaction and perceived benefits by teachers and students. An online survey (including quantitative and qualitative questions) was developed for administration at baseline (impact evaluation) and immediately post-intervention (impact and process evaluation). Intervention effects on quantitative study outcomes will be estimated with ​generalised linear mixed models, including random effects and will follow the intention-to-treat principles. Open-ended questions embedded within the surveys will be analysed qualitatively using content and thematic analyses. Discussion Results from this trial will provide valuable information on the value of adding environmental sustainability strategies to nutrition education in schools. Results will inform the design of future research and programs focused on primary-school children’s nutrition, sustainability-related behaviours and experiential school-based interventions. Trial registration Trial registered 14th December 2020 with the Australian and New Zealand Clinical Trials Registry (ACTRN12620001347954).

School-Based Nutrition Programs for Adolescents in Dodoma, Tanzania: A Situation Analysis

2021 ◽  
pp. 037957212110207
Author(s):  
Colette Rector ◽  
Nadhira Nuraini Afifa ◽  
Varun Gupta ◽  
Abbas Ismail ◽  
Dominic Mosha ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Ad Hoc ◽  
School Administrators ◽  
School Nutrition ◽  
Overweight And Obesity ◽  
School Meals ◽  
Nutrition Interventions ◽  
Double Burden ◽  
School Based ◽  
Sanitation And Hygiene

Background: Tanzania has a double burden of malnutrition, including a high prevalence of undernutrition and an increasing prevalence of overweight and obesity among adolescents. Schools present a valuable opportunity to reach a large section of the country’s adolescent population with nutrition-oriented interventions. Objective: The objective of this study was to assess the current state of adolescent school nutrition interventions in Dodoma, Tanzania, with emphases on 3 potential school-based nutrition interventions, school vegetable gardens, school meals, and education (on nutrition, agriculture, and water, sanitation, and hygiene). Methods: Focus group discussions were conducted with several regional and district-level governmental stakeholders, including health, education, and agricultural officers. Ten public secondary schools were visited, and interviews with school administrators, teachers, students, and parents were conducted. Results: All stakeholders interviewed supported interventions to improve school-based nutrition, including school gardens, school feeding, and nutrition education. All 10 schools visited had some experience providing school meals, but parents’ contributions were essential for the program’s sustainability. Most schools visited had land available for a school garden program, but water availability could be challenging during certain times of the year. The teachers interviewed expressed that the curriculum on nutrition education was highly theoretical and did not allow students to practice the knowledge and skills they learned in the classroom. Conclusions: The current school-based approach to tackling the double burden of adolescent malnutrition in Dodoma is localized and ad hoc. To leverage the potential of schools as a platform for nutrition interventions, integrated and policy-mandated interventions are needed.

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

scholarly journals Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

2016 ◽  
Vol 3 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Parisa Keshani ◽  
Seyed Mohammad Mousavi ◽  
Zahra Mirzaei ◽  
Zeinab Hematdar ◽  
Najmeh Maayeshi ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Education Program ◽  
Primary School Children ◽  
School Based ◽  
Nutrition Education Program

Bullying prevalence and numeracy performance among primary school children in Johannesburg: Implications for school-based interventions

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jace Pillay
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Negative Impact ◽  
School Bullying ◽  
Home Language ◽  
Primary School Children ◽  
Contextual Variables ◽  
School Based ◽  
Early School

Background: Research has provided evidence about the negative impact of school bullying on the academic performance of primary school children, but studies on the prevalence of school bullying and numeracy performance of children are very scant.Aim: This study aimed to investigate the prevalence of school bullying and numeracy performance among primary school children, and its implications for school-based interventions.Setting: The sample comprised 435 children (56.3% females and 43.7% males; Grades 1–7; median age = 11 years) attending six primary schools in three different education districts in Johannesburg, South Africa.Method: The children self-reported their experience of bullying by peers through a questionnaire. In addition, they completed numeracy tests. For children aged 6 to 9 years, the questionnaire was completed with the assistance of trained field workers.Results: The results following a linear regression with multiple predictors indicated that numeracy was significantly associated with contextual variables such as grade and home language. Bullying was strongly associated with socio-economic indicators such as school quintile and regional situation. These variables are important in early school support interventions directed at improving learner numeracy performance in the primary school.Conclusion: The results show a relatively high percentage of bullying in primary schools in the Johannesburg region. The performance in numeracy was significantly associated with the grade and home language of the learner. Contextual variables related to socio-economic situation of learners such as school quintiles and regional situation had strong associations with bullying.

Food and nutrition education opportunities within Australian primary schools

2020 ◽  
Vol 35 (6) ◽  
pp. 1291-1301 ◽  
Author(s):  
Penelope Love ◽  
Alison Booth ◽  
Claire Margerison ◽  
Caryl Nowson ◽  
Carley Grimes
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Primary Schools ◽  
Local Level ◽  
School Context ◽  
School Setting ◽  
State Level ◽  
Health Behaviours ◽  
Number Of Children ◽  
Food And Nutrition

Abstract Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a ‘crowded curriculum’ and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.

scholarly journals School environment and obesity in primary schools. An analysis of the WHO European COSI in Austria

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Aufschnaiter ◽  
K Schindler ◽  
B Fuchs-Neuhold ◽  
K Maruszczak ◽  
E Pail ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Rural Areas ◽  
School Environment ◽  
Urban Areas ◽  
Primary Schools ◽  
Secondary Data ◽  
Overweight And Obesity ◽  
Substantial Contribution ◽  
Significant Difference ◽  
School Playgrounds

Abstract Background Overweight and obesity in childhood and the associated secondary diseases are constantly on the increase. Studies show that the school environment can have an influence on the weight of children. The Childhood Obesity Surveillance Initiative (COSI) of the WHO is a Europe-wide epidemiological monitoring of anthropometric sizes of school children aged six to nine, with Austria participating in COSI for the first time in 2016. Methods A retrospective secondary data analysis based on two standardized questionnaires was performed. On the one hand, data on determinants specific to the school field were collected, on the other hand anthropometric data of children in third grade were measured. Across Austria, data from 97 schools and 2530 children were collected and evaluated using descriptive and inductive statistical methods. Results In 43,3 % of the schools, an existing playground can be used outside school opening hours. 73,2 % of the schools integrate nutrition education into their school curriculum either as a separate subject or in combination with another subject. Milk and dairy products are available in 60,8 % of schools, fresh fruit in 63,9 % and vegetables in 51,5 %. 28,3 % of the examined, 8 to 9-year-old children are overweight or obese (n = 658), while boys have a significant higher BMI than girls (p < 0,001). Also, in urban areas children have a significant higher BMI on average than in rural areas (p = 0,025). No significant relationship could be identified between the duration of physical education lessons per week and the BMI. However, a significant difference in childreńs BMI became visible when school playgrounds were also accessible outside opening hours (p = 0,018). Conclusions The alarming number of overweight children in Austria should be diminished through policies and further interventions. Schools can make a substantial contribution to this. The course of the development could be closely observed through possible further surveys by COSI. Key messages 73,2% of the schools include nutrition education in their curricula. Yet, about every third Austrian child aged between 8 and 9 is overweight, with boys being significantly more overweight than girls. If school playgrounds are accessible outside opening hours, the childreńs BMI is significantly lower. In urban areas, children have a significantly higher BMI than in rural areas.

scholarly journals Prevalence of Overweight and Obesity among Primary School Children Aged 8–13 Years in Dar es Salaam City, Tanzania

2016 ◽  
Vol 2016 ◽  
pp. 1-5 ◽  
Author(s):  
Ismail N. Pangani ◽  
Festus K. Kiplamai ◽  
Jane W. Kamau ◽  
Vincent O. Onywera
Keyword(s):  
Public Schools ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Weight Status ◽  
Age Groups ◽  
Dar Es Salaam ◽  
Overweight And Obesity ◽  
Primary School Children ◽  
Cross Sectional

Background. The understanding of obesity as a growing health problem in Africa and Tanzania in particular is hampered by lack of data as well as sociocultural beliefs in which overweight and obesity are revered. This study sought to determine the prevalence of overweight and obesity among primary school children aged 8–13 years in Dar es Salaam, Tanzania.Method. A cross-sectional analytical research design was used to study overweight and obesity in primary schools in Dar es Salaam, Tanzania. The target population was 150,000 children aged 8–13 years. Stratified random sampling was used to select 1781 children. Weight and height were taken and WHO standards for children were used to determine weight status.Results. Findings showed that the prevalence of overweight and obesity was 15.9% and 6.7%, respectively (N=1781). However, 6.2% of the children were underweight. There were significant differences in mean BMI between children in private and public schools (p=0.021), between male and female (p<0.001), and across age groups of 8–10 and 11–13 years (p<0.001).Conclusion. The prevalence of overweight and obesity among primary school children is significant and requires management and prevention strategies.

Interrater Reliability of the ENERGY Photo-Rating Instrument for School Environments Related to Physical Activity and Eating

2016 ◽  
Vol 13 (4) ◽  
pp. 433-439
Author(s):  
Teatske Altenburg ◽  
Saskia te Velde ◽  
Kai-Jan Chiu ◽  
George Moschonis ◽  
Yannis Manios ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Interrater Reliability ◽  
Overweight And Obesity ◽  
School Environments ◽  
Cohen’S Kappa ◽  
Cohen's Kappa ◽  
Rating Instrument

Background:The school environment can play an important role in the prevention of childhood overweight and obesity. Photos of the school environment may contribute to more adequate measurement of the school environment, as photos can be rated by different assessors. We aimed to examine the interrater reliability for rating characteristics of primary school environments related to physical activity and eating.Methods:Photos taken at 172 primary schools in 7 European countries were rated according to a standardized protocol. Briefly, after categorizing all photos in subsections of physical activity or eating opportunities, 2 researchers independently rated aspects of safety, functionality, aesthetics, type of food/drinks advertised, type/variety of foods provided. Interrater reliability was assessed using the intraclass correlation coefficient (ICC) and Cohen’s kappa.Results:Six subsections of the photo-rating instrument showed excellent (ICC or Cohen’s kappa ≥0.81) or good (ICC or Cohen’s kappa 0.61 to 0.80) interrater reliability. Outdoor physical activity facilities (ICC = 0.54) showed moderate, and school canteens (Cohen’s kappa = 0.05) and vending machines showed poor (Cohen’s kappa = 0.16) interrater reliability.Conclusion:Interrater reliability of the ENERGY (EuropeaN Energy balance Research to prevent excessive weight Gain among Youth) photo-rating instrument was good-to-excellent for 6 out of 9 characteristics of primary school environment components related to physical activity and eating.

scholarly journals NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN

ICCD ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 141-147
Author(s):  
Khoirul Anwar ◽  
Hardinsyah Hardinsyah ◽  
Muhammad Aries ◽  
Hana Navratilova
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Food Label ◽  
Primary School Students ◽  
School Students ◽  
Protein Food

Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition. 

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