Mexican indigenous schoolchildren’s healthy eating knowledge

Abstract

ABSTRACT Nutrition education in school settings is effective in addressing poor nutrition. Mexican indigenous people are the most vulnerable population with the highest prevalence of malnutrition in the country. The objective was to analyze the healthy eating knowledge of indigenous schoolchildren in San Luis Potosi, Mexico. One hundred eighty-two schoolchildren participated and answered two questions about healthy eating. Answers were analyzed by content analysis; Pearson correlations and redundancy analysis were performed. Indigenous children have basic knowledge about healthy eating and receive food knowledge in school education. Healthy eating knowledge depends on school grade, developmental stage, and gender. The drawings of the first-grade group correspond to the pre-operational phase, showing a deficiency in cognitive development. Children do not relate healthy eating to the traditional foods of their community. We suggest creating food guides adapted to the local food culture that generates food appropriation and food identity in indigenous children.