scholarly journals Parents’ and teachers’ views of the promotion of healthy eating in Australian primary schools

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Gozde Aydin ◽  
Claire Margerison ◽  
Anthony Worsley ◽  
Alison Booth
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
Primary Schools ◽  
Eating Habits ◽  
School Nutrition ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Role Modelling ◽  
Healthy Eating Habits

Abstract Background Primary schools have long been identified as appropriate settings for improving the healthy eating behaviours of children and helping them develop food skills. This qualitative study explored the views of Australian primary school parents and teachers about schools’ strengths and weaknesses in promoting healthy eating and equipping children with food skills. Methods Nineteen parents and 17 teachers from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. Results This study demonstrated that parents and teachers believed that several facilitators helped promote children’s healthy eating. These included food and nutrition education (FNE) programs, the community-based nature of schools, and teacher role modelling and the authority schools possess over children. Time scarcity, lack of teacher expertise, lack of leadership and funding were reported as barriers. School food environments such as canteens, lunch orders, fundraising events and school fairs were identified as both weaknesses and strengths by parents and teachers, which indicated inconsistent implementation of school nutrition policies across schools. Conclusions Australian primary schools demonstrate some useful efforts to promote healthy eating among children. However, there are numerous facilitators and barriers which impact on the promotion of healthy eating. These factors need to be addressed in order to develop healthy eating habits further among elementary students. These results provide directions for policymakers and school managers, as they point to the areas that need to be improved to assist the design of schools that better promote healthy eating among children.

scholarly journals Using nutrition education and cooking classes in primary schools to encourage healthy eating

2011 ◽  
Vol 4 (2) ◽  
pp. 43 ◽  
Author(s):  
Claire Drummond
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
School Environment ◽  
Primary Schools ◽  
Eating Habits ◽  
Transfer Of Knowledge ◽  
Eating Behaviours ◽  
Agents Of Change ◽  
Healthy Eating Habits ◽  
Cooking Classes

Schools are in the unique position of being able to influence students’ eating behaviours in a beneficial manner. Positive peer and teacher modelling can encourage students to try foods they exhibited distaste for previously. Pilot research has shown that when nutrition and cooking sessions are conducted in primary schools, foods refused or untried at home during meal times, such as vegetables, were asked for following the school cooking classes using that same food. In this paper I will discuss how nutrition workshops and cooking classes in primary schools can influence healthy eating habits among schoolaged children. The research indicated that there was a transfer of knowledge around healthy nutrition from a school environment to a home environment through students as agents of change.

Food and nutrition education in private Indian secondary schools

2017 ◽  
Vol 117 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
Food And Nutrition Education

Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

scholarly journals Young children's food in Liverpool day-care settings: a qualitative study of pre-school nutrition policy and practice

2011 ◽  
Vol 14 (10) ◽  
pp. 1858-1866 ◽  
Author(s):  
Ffion Lloyd-Williams ◽  
Katie Bristow ◽  
Simon Capewell ◽  
Modi Mwatsama
Keyword(s):  
Healthy Eating ◽  
Eating Habits ◽  
Participant Observation ◽  
National Level ◽  
Cost Effective ◽  
School Nutrition ◽  
Early Years ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Menu Planning

AbstractObjectiveTo explore nutrition and food provision in pre-school nurseries in order to develop interventions to promote healthy eating in early years settings, especially across deprived communities.DesignAn ethnographic approach was used combining participant observation with semi-structured interviews. Research participants were selected purposively using convenience sampling.SettingCommunity pre-school nurseries.SubjectsNursery managers (n 9), cooks (n 6), staff (n 12), parents (n 12) and children at six nurseries (four private and two attached to children's centres) in Liverpool, UK.ResultsPrivate nurseries had minimal access to information and guidelines. Most nurseries did not have a specific healthy eating policy but used menu planning to maintain a focus on healthy eating. No staff had training in healthy eating for children under the age of 5 years. However, enthusiasm and interest were widespread. The level and depth of communication between the nursery and parents was important. Meal times can be an important means of developing social skills and achieving Early Years Foundation Stage competencies.ConclusionsNurseries are genuinely interested in providing appropriate healthy food for under-5s but require support. This includes: improved mechanisms for effective communication between all government levels as well as with nurseries; and funded training for cooks and managers in menu planning, cost-effective food sourcing and food preparation. Interventions to support healthy eating habits in young children developed at the area level need to be counterbalanced by continued appropriate national-level public health initiatives to address socio-economic differences.

scholarly journals Nutrition Education in the Australian New South Wales Primary School Curriculum: Knowledge and Attitudes of Students and Parents

Children ◽  
2020 ◽  
Vol 7 (4) ◽  
pp. 24
Author(s):  
Nienke de Vlieger ◽  
Jolien van Rossum ◽  
Nicholas Riley ◽  
Andrew Miller ◽  
Clare Collins ◽  
...  
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Eating Habits ◽  
School Curriculum ◽  
School Nutrition ◽  
Nutrition Knowledge ◽  
Portion Size ◽  
Primary School Children ◽  
Sorting Task ◽  
Structured Interviews

In NSW, Australia, the views of primary-school aged children and their parents in regard to the importance of nutrition education at school are unclear. The aim of the current study was to explore children’s knowledge of nutrition and eating habits and to identify gaps that future school nutrition education programs could target. Students aged 9 to 12 years and their parents (n = 21 dyads) were invited to participate in semi-structured interviews, complete a nutrition knowledge questionnaire, and perform a “healthy-unhealthy” food sorting task in a University food laboratory. Among the children, nutrition knowledge scores concerning “serves & portions” of common foods were lowest, identifying a gap in knowledge related to portion size. All children categorized fruits, vegetables, cola, and water correctly as “healthy” or “unhealthy” in the sorting task, but not for the sausage and muesli bar, suggesting that further support categorising processed foods may be needed. The interviews indicated that parents do actively try to teach their children about nutrition, although they reported feeling uncertain about their own level of nutrition knowledge. Children and parents indicated that there is very little nutrition education in school and more is needed. This research could be used to inform future curriculum components related to nutrition education for primary school children.

scholarly journals Evaluation of the stress and eating behaviors of medical students after university entrance exam

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
SA Kara ◽  
M T Demir ◽  
M Sengelen
Keyword(s):  
Body Weight ◽  
Medical Students ◽  
Stress Management ◽  
Healthy Eating ◽  
Eating Habits ◽  
First Grade ◽  
Eating Behaviours ◽  
Entrance Exam ◽  
Critical Issues ◽  
Healthy Eating Habits

Abstract   Emotions are important on eating behaviours but the direction of the effect is unknown. The aim of this study is to evaluate eating behaviours and some related factors of first grade medical students after the university entrance exam. This study was performed in a medical faculty from Ankara, Turkey in October 2019. Researchers used a questionnaire comprising of 56 questions; 23 questions about students' sociodemographical characteristics and 33-item Dutch Eating Behavior Questionnaire (DEBQ). DEBQ is a self-report questionnaire and Turkish validity and reliability was tested in 2011. Written permission from Faculty Executive Committee was obtained prior to the study and informed consent were obtained from the participants. The significance level was taken as p < 0.05. SPSS 25.0 package program was used in data analysis. Three hundred and ninety one students (80.6%) out of a total of 485 participated in the study. Of all 319 students participating in this study, the mean age was 18.53±0.71 and 52.4% were men (n = 205). Forty point two percent of the students claimed that their eating habits were healthless, while 33.8% of the students stated that they ate more when they were stressed and 50.9% of the students stated that their body weight was increased during their university entrance exam period. Mean DEBQ total points were higher in women and in students who stated that their body weight was increased during their university entrance exam period than the others (student t test, p < 0,001; ANOVA test, p < 0,001, respectively). Multiple Linear regression analysis pointed out that being women increased DEBQ total point by 9,091 point (p < 0,001, 95% CI: 5,595-12,587). This study demonstrated that nutrition and eating habits are critical issues for young people's life and their future. Therefore many students need more help and guidance about stress management and healthy eating habits especially when they are preparing for important exams and also right after the exams. Key messages This study demonstrated that nutrition and eating habits are critical issues for young people’s life and their future. Many students need more help and guidance about stress management and healthy eating habits especially when they are preparing for important exams and also right after the exams.

scholarly journals Effect on the Metabolic Biomarkers in Schoolchildren After a Comprehensive Intervention Using Electronic Media and In-Person Sessions to Change Lifestyles: Community Trial (Preprint)

2017 ◽  
Author(s):  
Jenny Vilchis-Gil ◽  
Miguel Klünder-Klünder ◽  
Samuel Flores-Huerta
Keyword(s):  
Physical Activity ◽  
Nutritional Status ◽  
Healthy Eating ◽  
Primary Schools ◽  
Eating Habits ◽  
Text Messages ◽  
Metabolic Parameters ◽  
Healthy Eating Habits ◽  
Comprehensive Intervention ◽  
Metabolic Biomarkers

BACKGROUND Obesity is a chronic low-intensity state of inflammation with metabolic alterations that, when acquired during childhood, lead to severe illness in adults. Encouraging healthy eating habits and physical activity is the basis for preventing and treating obesity and its complications. OBJECTIVE To evaluate how a comprehensive intervention promoting healthy eating habits and physical activities in schools affects children’s metabolic biomarkers. METHODS Of four Mexico City primary schools in this study, two groups of children that were recruited at their schools were assigned to a 12-month intervention group (IG) and the other two were assigned to control groups (CGs). The intervention had two components: (1) parents/schoolchildren attended in-person educational sessions promoting healthy eating and physical activity habits, and were provided printed information; and (2) parents were able to seek information through a website, and also received brief weekly mobile phone text messages. Anthropometric measurements and fasting blood samples were taken from both groups of children at baseline and again after 12 months. RESULTS The study involved 187 children in the IG and 128 in the CG. Regardless of each child's nutritional status at the beginning of the study, the intervention improved metabolic parameters; the IG showed a negative effect on glucose concentrations (–1.83; CI 95% –3.06 to -0.60), low-density lipoprotein-cholesterol (–2.59; CI 95% –5.12 to –0.06), insulin (–0.84; CI 95% –1.31 to –0.37), and homeostasis model to assess the insulin resistance index (HOMA-IR; –0.21; CI 95% –0.32 to –0.09) in comparison to the CG. HOMA-IR improved in children who had higher than baseline body mass index z-scores. CONCLUSIONS Intervention through multiple components that promoted healthier eating and physical activity habits improved the metabolic parameters of the children in the study after one year, regardless of their nutritional status.

scholarly journals Guidance on Healthy Eating Habits from the Medical Student’s Perspective

2019 ◽  
Vol 43 (1) ◽  
pp. 126-135
Author(s):  
Talita Cardoso Rossi ◽  
Vânia Hercilia Talarico Bruno ◽  
Fernanda Martin Catarucci ◽  
Ivan da Silva Beteto ◽  
Pedro Henrique Leonetti Habimorad ◽  
...  
Keyword(s):  
Medical Students ◽  
Healthy Eating ◽  
Eating Habits ◽  
Treatment Success ◽  
Premature Death ◽  
Well Being ◽  
Good Health ◽  
Structured Interviews ◽  
Undergraduate Medical Students ◽  
Healthy Eating Habits

ABSTRACT Although nutrition is one of the most significant aspects of good health and well-being, preventing many diseases and reducing premature death and disability, most medical curricula still do not cover this topic in depth, devoting only a few hours to it. This leaves an important gap in the training of medical professionals, in a context of an increase in chronic diseases, where healthy eating is essential, not only for prevention but also to guarantee treatment success. The present study interviewed medical students from the first to the sixth years of graduation, in order to understand what they consider to be a healthy diet and whether they consider themselves capable of guiding their future patients in the adoption and practice healthy eating habits. This is a qualitative study in which semi-structured interviews were conducted with 28 undergraduate medical students of a public university in the state of São Paulo. The data were analyzed using the technique of Content Analysis, with a thematic representational approach. Two major themes emerged, showing possible gaps in the students’ knowledge about nutrition and the difficulty they have in helping their patients switch to healthier eating habits, given that they themselves have difficulty doing the same. There is a need for medical schools to promote students’ health, both physical and mental, in response to the high demands of the courses. This may include health promotion activities aimed at the students themselves, encouraging them to adopt healthier lifestyles, especially healthier eating habits, so that they can share their own experiences with future patients. This may benefit their professional practice, giving them greater confidence when giving nutrition guidance to their patients, as they will have already experienced and applied the principles in their own lives. Patient-centered care can be a way to address this system and help patients effectively switch to healthier habits, thereby reducing suffering and improving quality of life. Empowerment through activities that receive and support the student and the patient is an essential tool for behavioral change.

scholarly journals School Gardens in the Distrito Federal, Brazil

2014 ◽  
Vol 27 (2) ◽  
pp. 205-216
Author(s):  
Renata Bernardon ◽  
Bethsáida De Abreu Soares Schmitz ◽  
Elisabetta Gioconda Iole Recine ◽  
Maria De Lourdes Carlos Ferreirinha Rodrigues ◽  
Cristine Garcia Gabriel
Keyword(s):  
Public Schools ◽  
Healthy Eating ◽  
Eating Habits ◽  
Phase 1 ◽  
Cross Sectional Study ◽  
School Food ◽  
Cross Sectional ◽  
Healthy Eating Habits ◽  
Distrito Federal ◽  
Two Phases

OBJECTIVE: The aim of the present study was to identify experiences with gardens in public schools in the Distrito Federal, Brazil, and to analyze factors involved in their use to promote healthy eating habits. METHODS: This is an analytical cross-sectional study with data collection in two phases: (1) telephone contact with all public schools in the Distrito Federal; (2) interviews conducted with a sample of schools with a garden (n=105). RESULTS: Of the 582 schools in the Distrito Federal, 453 (77.8%) participated in phase 1 and 37.7% of these had a garden. Rural schools had a higher prevalence of gardens (p=0.003). Among the schools which had no garden, 75.2% (n=212) had interest in creating one. The main reason for the deactivation of gardens was a lack of manpower to maintain them. The main reason for creating a garden was to supplement school food (56.2%). The garden was used as an educational space to promote healthy eating habits by 60.8% of the schools. CONCLUSION: An expressive percentage of schools with gardens (37.7%) was identified in the Distrito Federal. A number of factors were associated with the presence of a garden, including the location and size of the school, as well as the level of education. A significant percentage of schools reported using the garden as a space to promote healthy eating habits. This result must be refined by assessing the use and impact of gardens as a tool to promote healthy eating habits in the school community.

scholarly journals Gastronot: a pilot project for promoting healthy eating habits using mixed-method study design

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1273
Author(s):  
Titik Respati ◽  
Susan Fitriyana ◽  
Nurul Romadhona ◽  
Ganang Ibnusantosa ◽  
Rio Frederrico ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
Mixed Method ◽  
Eating Habits ◽  
Mixed Method Study ◽  
P Value ◽  
Board Game ◽  
Game Based Learning ◽  
Significant Difference ◽  
Healthy Eating Habits

Background: Eating habits are formed from childhood and develop into adulthood. Unhealthy eating habits will persist into adulthood and can lead  to various diseases. Healthy eating and behaviour should be taught using  engaging tools. The study aims to pilot nutrition education using the game-based learning approach, implementing a specially designed learning board game entitled "Gastronot". Methods: A mixed-method study was used in two stages. The first stage was an FGD with 14 informants and in-depth interviews with six informants to develop the game. The second stage was the game's development, and a pre and post-test were conducted on 88 children to evaluate the game—the study was conducted from August 2019 to July 2020. Results: Results showed almost half the children (49%) never heard about Balanced Nutrition Diet Pyramid. There was a significant difference between respondents' knowledge before and after playing the game with a p-value of 0.021. The game was able to engage participants in the active learning process. Conclusions: We concluded that the game-based learning utilizing the Gastronot board game demonstrated good results as a method for teaching primary school students about food and healthy eating habits.

Parents’ perceived knowledge about food-related behaviours influencing speech-language competences of preschool children

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Goreti Botelho ◽  
Emília Rodrigues ◽  
Rita Matos ◽  
Jorge Lameiras
Keyword(s):  
Healthy Eating ◽  
Eating Habits ◽  
Language Education ◽  
Rank Test ◽  
Eating Behaviours ◽  
Post Intervention ◽  
Perceived Knowledge ◽  
Content Type ◽  
Healthy Eating Habits ◽  
The Impact

Purpose There is a relationship between eating behaviours and the development of speech-language competences during childhood. This study aims to evaluate the impact of interdisciplinary sessions on food and speech-language education with children’s parents. Design/methodology/approach The session was focused on healthy eating habits and behaviours that may improve or impair child speech competence. Using a self-administered questionnaire, before and immediately after the session, parents from 11 preschools, answered 12 questions, on a five-point Likert scale. Questionnaires from the final sample (n = 96) were statistically analysed using the Wilcoxon Signed-Rank Test. Findings Statistical analysis revealed statistically significant differences in answers to six questions between pre and post intervention: items 1 (Z = −5.04; p < 0.001), 2 (Z = −3.68; p < 0.001), 3 (Z = −4.12; p < 0.001), 4 (Z = −5.87; p < 0.001), 9 (Z = −2.73; p = 0.006) and 12 (Z = −2.00; p = 0.046). The questionnaire responses after the session showed that parents became more aware of the relationship between the two areas addressed. In addition, the subjects presented more assertiveness in their answers after the educational intervention of the nutritionist and the speech therapist. Practical implications The study showed the importance of associating topics on food and speech-language education and both being addressed simultaneously to parents. The empowerment of parents and other caregivers about feeding and speech-language development may increase their motivation to foster child healthy eating behaviours. It is also desirable to extend this kind of interdisciplinary intervention to other preschools. Originality/value This study fulfils an identified need to study the perceived knowledge of parents about the food-related behaviours influencing speech-language competences of children.

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