Can Nutrition Education Support Academic Achievement? Evidence Supporting Integration of Food & Nutrition Education into Intermediate Curricula

Abstract

Listen

Translate article

Several nutrition education (NE) curricula use integrative approaches, however few studies have investigated its impact on academic achievement. Demonstration that NE instruction can improve achievement in science and mathematics is necessary for improving teacher engagement in obesity prevention activities. The purpose of this study was to explore associations between science (SK), mathematics (MK), and nutrition knowledge (NK) to provide evidence that integrating food/nutrition education in the curriculum supports academic achievement. A secondary analysis of a quasi‐experimental study was conducted using 33 fourth‐grade classrooms across North Carolina and Ohio. Researchers analyzed data using multiple linear regression. Post‐test‐NK score served as the dependent variable, baseline‐NK, post‐test SK and MK served as the independent, or predictor variables. Results revealed that the hypothesized model predicted post‐NK for full sample (F (437)=149.4, p<.001; Adjusted R2=.51), and intervention [F(268)=111.1; p<.001] and comparison groups [F(169)=39.1; p<.001]. For the three domains, SK and MK were predictive of NK with students exposed to the food‐based curriculum demonstrating stronger associations among the domains of knowledge. Using an integrative food‐based curriculum can significantly improve SK and MK among fourth‐graders and may help teachers meet multiple academic content standards, while efficiently using limited classroom time and increasing the amount of NE provided in the classroom.