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

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.

Food and nutrition education in Australian primary schools: parents' views

PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.

Identifying elements of empowerment and autonomy in food choices in Food and Nutrition Education groups: A qualitative research

Introdução: As políticas públicas de saúde têm reforçado a importância do empoderamento e da autonomia dos indivíduos, mas esses aspectos são desconhecidos na área da Nutrição. Objetivo: Identificar elementos que contribuem para o fortalecimento do empoderamento e autonomia nas escolhas alimentares de participantes de grupos de Educação Alimentar e Nutricional. Métodos: Pesquisa qualitativa na perspectiva das representações sociais realizada na Atenção Primária à Saúde da cidade de São Paulo, Brasil. Foram desenvolvidos dois grupos contendo usuários com doenças crônicas. Esses usuários, com idade de 47 a 78 anos, compareceram em média a seis encontros grupais, em um período de três meses. Para explorar a vivência dos participantes, a fim de compreender como eles atribuem sentidos e significados a suas escolhas alimentares, realizou-se entrevista semiestruturada com 15 usuários, pós-intervenção. Para a análise dos dados, aplicou-se a análise de conteúdo temática. Resultados: Cinco temas emergiram: autopercepção, informação e conhecimento, capacidade pessoal, atitude e adaptação ativa às escolhas. Os quatro primeiros foram identificados como elementos de empoderamento, pois evidenciaram a ampliação da capacidade dos indivíduos de pensar e agir criticamente frente às escolhas alimentares. O último foi formado pelo confronto de determinantes, responsabilização e negociação interna, que se revelaram elementos da autonomia, uma vez que configuraram transformações construídas pelos próprios participantes, pós-intervenção. Conclusão: Os elementos identificados mostraram compor a avaliação da autonomia nas escolhas alimentares dos indivíduos, podendo constituir indicadores de avaliação da Educação Alimentar e Nutricional, bem como avaliar e monitorar as práticas de cuidado preconizadas na promoção da saúde.