Integration of Food and Nutrition Education Across the Secondary School Curriculum: Two Experiential Models as Two Case Studies

Dorte Ruge,Nicola Rolls,Judith Myers,Shirin Shakeri,Judith Fethney,Lisa Papatraianou

doi:10.11114/jets.v9i6.5273

Abstract

The aim of this paper is to present the implementation and evaluation of two recognised programs, one from Australia and one from Denmark, that endeavour to integrate and enhance food and nutrition education across the secondary school curriculum and whole school programs. This paper details descriptions of design, delivery mode, core components and evaluation of each program based on existing detailed reports and original research investigations. Resultantly, one program in Australia (Stephanie Alexander Kitchen Garden Program) and one program in Denmark (LOMA or LOkal MAd = local food) are reported as two case studies. The target group for both programs is secondary school students in Years 7–12; both programs are conducted within secondary schools and within school hours. Both interventions focus on developing secondary students’ food production and food preparation knowledge and skills. Their evaluation methods have consisted of pre- and post-intervention surveys, single case study, and focus groups with both students and teachers. Both programs have reported possible integration across secondary school subjects and modifications in students’ knowledge and skills in food and nutrition. These programs have focused on developing an experiential and localised learning model for food and nutrition education, which may also address food insecurity concerns among adolescents which has been shown to correlate with poor nutrient intake and consequential health complications. Their overall model can be adapted taking into account the social, economic, and environmental context of a secondary school.

Highlights

In 2020, the global population witnessed the onset of a pandemic (COVID-19), which further exposed the inequalities in the existing food, health, and economic systems
Food insecurity has been linked to health complications such as mental health concerns (Gundersen & Ziliak, 2015) and obesity (VicHealth, 2015) due to poor nutrient intake
A systematic search of digital, Health and Education Databases, was conducted based on the devised inclusion criteria

Summary

Introduction

In 2020, the global population witnessed the onset of a pandemic (COVID-19), which further exposed the inequalities in the existing food, health, and economic systems. Food security has been defined by the 2012 United Nations Committee on World Food Security as the status “when all people at all times have physical, social and economic access to food, which is safe and consumed in sufficient quantity and quality to meet their dietary needs and food preferences” (Committee on World Food Security, 2012, p.8). Vulnerable groups, such as those under the age of 18 years, have been shown to be more susceptible to food insecurity (Burns, Bentley, Thornton, & Kavanagh, 2011). Research conducted by Kulkarni, Swinburn, & Utter (2015) has demonstrated a clear association between quality of diets and mental health status among socially disadvantaged New Zealand adolescents who had inadequate nutrients intake; the mental health score was raised by 5 points in adolescents consuming healthy diets

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