Factors influencing nutrition education in elementary schools: A qualitative study.

Nutrition education: the way to reduce childhood obesity?

The Third School Nutrition Dietary Assessment Study: Summary and Implications

Food education – let’s go back to the future

Status of nutrition education in elementary schools: 1981 vs. 1975

Ensuring Equitable Access to School Meals

Recent federal policies aimed to ensure that all children have equitable access to healthy school nutrition environments. However, historically, disparities have persisted in the quality of school nutrition environments across geographic and socioeconomic groups. There is limited literature addressing if and how recent efforts to reform the school nutrition environment have influenced such disparities. The main objective of this study was to explore stakeholders' insights on how school nutrition reform intersected with issues of inequity. Qualitative secondary analysis (QSA) offers a unique method to examine existing data with a related but distinct inquiry. This QSA analyzed three primary studies, including stakeholder interviews and focus group data with school professionals and students (total 60 transcripts). Two trained analysts iteratively coded all transcripts in Atlas.ti Version 7 and followed principles of constant comparative analysis. Measures to enhance "trustworthiness" were built into the primary studies and the QSA. Broadly, stakeholders' complex insights about the school food environments' ability to compensate for healthy dietary options and "whole child" education that were perceived to be lacking in home environments. Despite the majority of respondents' positive perceptions of reforms, they also noted the challenges of addressing disparities due to family home environments and complex socioeconomic conditions. Overall, respondents reported that school food reform and nutrition education had the potential for long-term impacts on students' health, including the potential to improve disparities through enhanced academic achievement for disadvantaged populations. QSA allowed for inquiry into frontline stakeholders' understandings of how school nutrition reform may affect health inequities. Qualitative methods allowed for the examination of complex motivations and perspectives involved in policy implementation. Understanding frontline stakeholders' perspectives is key to advance school nutrition reform in a sustainable manner, especially in light of the federal local school wellness policy final rule.

Primary school food and nutrition education helps to establish healthy dietary patterns among young children. Teachers play an important role in the success of this form of education. This study aimed to explore teachers’ perceptions of opportunities and challenges associated with food and nutrition education in Sri Lankan primary schools. Individual face-to-face interviews were conducted in the Sinhala or Tamil languages with 21 primary school teachers from April to June 2019. The recorded interviews were transcribed and later translated into English. The themes were identified using the template analysis technique. Lack of time and resources for teaching, lack of support from parents in practising healthy dietary habits, and availability of unhealthy foods in the school canteen and near-by food outlets were identified as the main challenges associated with teaching food and nutrition concepts to the students. School mid-day meal programmes, simple food and nutrition-related subject contents, and practical activities were identified as opportunities that facilitate food and nutrition teaching. The findings indicate that teachers face some challenges in teaching food and nutrition-related subject matters in the primary school set-ups. Policy planners and education officials have to work with primary school teachers to find ways to overcome these challenges and to further take up new opportunities. This will help to uplift the status of this form of education.

The purpose of this study is to elucidate the actual status of the nutrition education and consciousness of teachers toward the issue, and to discuss the directions for the nutrition education. Results are as follows.1) Elementary school teachers, and teachers of colleges where no courses on school lunches are given regarded the school lunches as the means to give training in social behaviour, while those in colleges where such courses are given regarded the same as the means to give nutrition education.2) 83% of elementary schools had the guidance policy on the whole school level, 58% of which left the guidance method to the discretion of teachers, and many teachers were feeling a defect of guidance system. At about 20% of schools nutritionists participated in guidance. Many of teachers in charge of school lunches were female teachers in their 20s and complained of insufficient knowledge of dietary sciences. Confusions and unsatisfactory guidances which may be contributed to the above and to lack of provisions in school lunches may be resolved by participation of nutritionists in guidances, training of teachers in dietary sciences, and improvement in guidance systems and school lunch provisions.3) 15% and 39% of colleges and junior colleges respectively gave courses related to school lunches, and the students taking these courses were limited. Courses intended for a greater number of students should be included in the college curriculum.

The aim of this study was to investigate the perception of students, their parents, and nutrition teachers regarding environment-friendly foods (EFF) and the satisfaction with school meals at elementary schools. Questionnaires were sent to nutrition teachers at five elementary schools located in the Jindo area, Jeonnam province, and were distributed to students and their parents. A total of 351 questionnaires from students and 334 from parents were collected from March to April, 2013. In addition, 43 nutrition teachers/dietitians working at elementary schools in the Jindo area responded to questionnaires. Nutrition teachers primarily recognized the classification and certification standards of EFF, and verified the certification mark of EFF when they purchased foods. However, 13.4% of students and 38.6% of parents replied as ‘know well’ regarding the classification and certification standards of EFF and they verified the mark of EFF less often than the nutrition teachers (p ＜ 0.001). Most of the nutrition teachers and parents indicated ‘safety’ as the main advantage of EFF. The students and parents were satisfied with EFF at home and school meals because of the safety and favorable effect on health. The results showed that EFF compromised 20-40% of monthly food costs for 51.1% of nutrition teachers. The overall score for satisfaction with school meals for students was 3.88 based on a 5-point Likert scale; however, that of the parents was 3.72. The nutrition teachers realized that the parents were more interested in EFF and satisfied with EFF than the students. The major barriers to using EFF in school meals were ‘lack of information about EFF’ and ‘unstable supply.’ Therefore, the above results suggested that there should be improvement in the supply of EFF to include more EFF in school meals and efforts should be made to provide students and parents with more information for understanding EFF.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

Shifting societal issues and government policy initiatives continues to create demands on the school curriculum in addressing public health concerns in both developed and developing countries. Public health concerns, such as the rising incidence of malnutrition and non-communicable diseases can be addressed through a school curriculum that teaches and promotes healthy dietary patterns and life styles. This chapter examines efforts being made to transfer food and nutrition education and well-being competencies to learners through educational institutions. Drawing from various literature, factors influencing the incorporation of food in the school curriculum are highlighted. The benefits of integrating food in the school curriculum are also interrogated. Food education approaches adopted in educational interventions are discussed. Also presented in this chapter are three different curriculum frameworks that have been designed to guide the teaching of food in primary and secondary schools at international and local level. A key issue emerging in this chapter is that the school will continue to play a critical role in the development of healthy dietary behaviours and nutrition-related knowledge among children and adolescents since it provides an appropriate environment to teach and reinforce healthy eating behaviour through a well-structured competency-based curriculum.

Nutrition education and physical education in schools is increasingly being explored as a way to prevent childhood overweight and to promote healthy eating and physical activity habits behaviors. Classroom teachers are often responsible for providing this education. The current study examined the roles and perspectives of elementary school teachers regarding student nutrition, nutrition education, and physical education. Data is from a 2001-2002 study of the Los Angeles Unified School District (LAUSD) Nutrition Network. Analyses were based on 78 structured interviews with elementary school teachers. Results showed that teachers perceive their role in nutrition education as teachers, role models, advocates, and motivators. Teachers integrate nutrition education into existing subject areas, and believe that nutrition education results in greater knowledge and healthier food choices. However, teachers report that too little time is spent on nutrition education. Results of this study also indicate that classroom teachers are often responsible for physical education (PE). Teachers believe PE has a positive effect on the school community and on student fitness, but the effect is limited due to lack of structure and lack of time in PE class. Teachers report barriers to both nutrition education and physical education, including other classes taking up too much time, limited teacher training, and a lack of adequate equipment and facilities. Findings suggest that more resources including teacher training, time, curricula and textbooks, and equipment need to be allocated for nutrition education and physical education at the elementary school level.

Previous studies on all aspects of school health programs gave only little information on nutrition and physical education despite their importance characteristics of; enduring, effective and economical interventions towards the prevention of malnutrition. This study gave a comprehensive report on nutrition and physical education in primary schools. Nutrition teaching aids along with meal policies at schools were also elucidated. This study was conducted in 2010 among 387 teachers selected by multistage sampling from 26 public and 13 private primary schools in 3 semi-urban communities in Ibadan, Southwest Nigeria. Using a structured questionnaire, the researchers collected data regarding the methods of disseminating nutrition and physical education at schools, time allocation with perceived barriers to their proper implementation. Availability of nutrition teaching aids and meal policies at respondent schools were also documented. Data collected was analysed using SPSS version 16 statistical software. The result showed that larger percentage of the respondents integrated nutrition lessons to a great extent with the home economics (212, 54.8%), agricultural sciences (189, 48.8%), health and physical education (210, 54.2%) courses. Insufficient instructional time and fund were mentioned as major barriers to effective implementation of both nutrition and physical education. The reported time spent on nutrition education at public schools was significantly lower than that of private ones (p=0.000, t= 4.30), while, on the other hand, the time reported to be invested by the public school teachers on sports activities by their pupils was significantly higher than that by the private school teachers (p =0.000, t = 5.83). Regarding meal policies; (227) 80.5% of teachers at public schools compared to 57(54.3%) at private ones responded affirmatively to the policy on initial medical screening of food vendors prior to their employment while 251(89.0%) from public school had policy on the assessment of the appearance of food provided by food vendors as compared to 68(64.8%) from private schools (X2 = 26.91; p=0.000, and X2 = 31.053; p = 0.000 respectively). Similarly, 254(90.1%) of respondents at public schools compared to 67(63.8%) in private ones indicated that their school ensured that varieties of food are provided for pupils by the food vendors. (X2 =37.302; p=0.000). Reported time spent on nutrition and physical education at schools is lower than the recommended standard. Inadequate time and funding were barriers to effective nutrition and physical education within the school system. Routine medical screening for food vendors is absent in most of the schools.

Materials were prepared for schoolteachers and healthcare workers to support permanent initiatives in food and nutrition education in schools, integrated into the curriculum. The article presents the matrix of food and nutrition topics that served as the basis for producing these materials (Matrix) and the convergence between the approach adopted in the activities in the Activity Manuals comprising the series of materials and food dimensions, the principles of the Framework for Food and Nutrition Education for Public Policies (Framework for Food and Nutrition Education), and the Brazilian National Curriculum Guidelines for basic education. The Matrix allowed designing educational activities that foster an expanded approach to food and nutrition which is simultaneously crosscutting and integrated into the curriculum. The activities allowed dialogue with various components of the curriculum and linkage between them. The activities' convergence with the Framework for Food and Nutrition Education was expressed in the contextualization of food practices in the schoolchildren's territories and realities; in the problematical approach, which encourages critical thinking and the promotion of autonomy, both for educators and schoolchildren; and inter-sector planning through topics and action strategies that encourage collaboration between healthcare professionals and teachers. The initiative presented in this article thus strengthens the actions by food and nutrition education in schools and can expand teachers' repertoire in food and nutrition and contribute to its crosscutting and routine inclusion in the curriculum.

Objectives: This study was conducted to investigate the status and need for nutrition and dietary life education among nutrition teachers at schools. These characteristics were analyzed if they were different between elementary schools and middle-high schools. Methods: Subjects were 151 nutrition teachers from 70 elementary schools, 41 middle schools and 40 high schools in 17 cities nationwide selected by two-stage stratified cluster sampling process. Survey questionnaires included the items on general characteristics, status and need assessment for nutrition and dietary life education. Chisquare test or t-test was used for data analysis by school groups. Results: Nutrition education was implemented at 65.7% of elementary schools and 51.9% of middle-high schools. Nutrition education was mainly performed in ‘discretionary activities⋅extracurricular activities’ at elementary school and through ‘newsletters, school homepage, foodservice bulletin board’ at middle-high school (p Conclusions: Nutrition education at schools might be activated by improving working conditions of nutrition teachers and developing the practical programs that reflect the needs of nutrition teachers.