Food and Nutrition Knowledge of Elementary School Teachers in a Region of Lisbon, Portugal

Abstract

Children's eating habits are formed during childhood and are significantly influenced by the school environment, which is why teachers are seen as an example of behavior to imitate. For children to receive accurate information, teachers must have a solid understanding of food and nutrition. This study aimed to assess the level of food and nutrition understanding in elementary school teachers. 81 teachers participated in a cross-sectional observational study. A 9-question survey was built to gauge their level of understanding about food and nutrition, with three levels established: high (≥7 points), moderate (4-6 points), and low (≤3 points). In this research, whereas 79% of instructors taught nutritional principles and 44% had a moderate degree of understanding on food and nutrition, 63% of teachers had poor levels of training in nutrition. The teachers' greatest difficulties were related to the nutritional value of foods, regardless of their years of experience. Teachers who have been teaching for less than five years have a better degree of knowledge in food and nutrition, compared to those who have been teaching for longer (p<0.001). This study supports the idea that elementary school instructors need more dietary education, especially those who have been teaching for more years. Keywords: Food, nutrition, knowledge, elementary school teachers