Experiential Cooking and Nutrition Education Program Improves Parameters Related to Cooking at Home in Elementary and Middle School Children

Abstract

ObjectiveThis study determined whether participating in an experiential cooking and nutrition education intervention improved attitudes and behaviors related to cooking at home among youth.Target AudienceElementary and middle-school students (n=1010), in schools with minimum 80% participation in free- or reduced-price lunch, were enrolled.Theory, Prior Research, RationaleThe program, based on the Social-Ecological Model of behavior change, was designed to increase cooking at home since foods prepared at home have higher nutritional quality than foods prepared away from home.DescriptionThe program was an after-school nutrition and cooking course (Common Threads Cooking Skills and World Cuisine or Family Cooking Class) taught by chef-instructors. Students received 12-20 hours of instruction. Weekly lessons provided an introduction to nutrition, cooking skills, and hands-on meal preparation.EvaluationStudents were surveyed during the first and last class of the intervention. Items were analyzed using logit models. Scales were analyzed by Wilcoxon Signed Rank Test. 68% of the students were girls, 37% Hispanic, 33% African-American, 13% Caucasian. Participating in the program increased the proportion of students who strongly agreed that they: enjoyed cooking at home from 66 to 72%, told their family about healthy eating from 42 to 49%, showed their family how to cook from 13 to 32%, and preferred home-cooked to fast-food from 45 to 51% (all p < 0.05). The program increased the proportion of students with high scores for availability of fresh foods in the home from 34-45% (p < 0.05).Conclusions and ImplicationsHands-on, experiential cooking and nutrition education may improve parameters predictive of cooking at home in elementary and middle-school children.FundingWalmart Foundation ObjectiveThis study determined whether participating in an experiential cooking and nutrition education intervention improved attitudes and behaviors related to cooking at home among youth. This study determined whether participating in an experiential cooking and nutrition education intervention improved attitudes and behaviors related to cooking at home among youth. Target AudienceElementary and middle-school students (n=1010), in schools with minimum 80% participation in free- or reduced-price lunch, were enrolled. Elementary and middle-school students (n=1010), in schools with minimum 80% participation in free- or reduced-price lunch, were enrolled. Theory, Prior Research, RationaleThe program, based on the Social-Ecological Model of behavior change, was designed to increase cooking at home since foods prepared at home have higher nutritional quality than foods prepared away from home. The program, based on the Social-Ecological Model of behavior change, was designed to increase cooking at home since foods prepared at home have higher nutritional quality than foods prepared away from home. DescriptionThe program was an after-school nutrition and cooking course (Common Threads Cooking Skills and World Cuisine or Family Cooking Class) taught by chef-instructors. Students received 12-20 hours of instruction. Weekly lessons provided an introduction to nutrition, cooking skills, and hands-on meal preparation. The program was an after-school nutrition and cooking course (Common Threads Cooking Skills and World Cuisine or Family Cooking Class) taught by chef-instructors. Students received 12-20 hours of instruction. Weekly lessons provided an introduction to nutrition, cooking skills, and hands-on meal preparation. EvaluationStudents were surveyed during the first and last class of the intervention. Items were analyzed using logit models. Scales were analyzed by Wilcoxon Signed Rank Test. 68% of the students were girls, 37% Hispanic, 33% African-American, 13% Caucasian. Participating in the program increased the proportion of students who strongly agreed that they: enjoyed cooking at home from 66 to 72%, told their family about healthy eating from 42 to 49%, showed their family how to cook from 13 to 32%, and preferred home-cooked to fast-food from 45 to 51% (all p < 0.05). The program increased the proportion of students with high scores for availability of fresh foods in the home from 34-45% (p < 0.05). Students were surveyed during the first and last class of the intervention. Items were analyzed using logit models. Scales were analyzed by Wilcoxon Signed Rank Test. 68% of the students were girls, 37% Hispanic, 33% African-American, 13% Caucasian. Participating in the program increased the proportion of students who strongly agreed that they: enjoyed cooking at home from 66 to 72%, told their family about healthy eating from 42 to 49%, showed their family how to cook from 13 to 32%, and preferred home-cooked to fast-food from 45 to 51% (all p < 0.05). The program increased the proportion of students with high scores for availability of fresh foods in the home from 34-45% (p < 0.05). Conclusions and ImplicationsHands-on, experiential cooking and nutrition education may improve parameters predictive of cooking at home in elementary and middle-school children. Hands-on, experiential cooking and nutrition education may improve parameters predictive of cooking at home in elementary and middle-school children.