PurposeThe purpose of this research is to show the evaluation of food hygiene knowledge and self‐reported behaviours of school children, assessment of children's attitudes towards food hygiene and evaluation of barriers to the adoption of appropriate food hygiene behaviours.Design/methodology/approachThe food hygiene knowledge and self‐reported behaviours of pupils (4 and 14 years; Key Stages 1‐3 in the English system – or Scottish equivalent) were determined using age‐appropriate knowledge quizzes completed by 2,259 pupils across England, Scotland, Northern Ireland and Wales. Attitudes towards food hygiene and barriers to performing desirable hygiene‐related behaviours were established through semi‐structured interviews with 82 pupils who completed knowledge tasks in South East England.FindingsChildren generally had good knowledge of food hygiene. However, there were misconceptions about the nature of micro‐organisms and how they affect food. In addition, a lack of reminders and practical food activities, especially at Key Stage 2 (7‐11 years), coupled with poor hand‐washing facilities, meant that children did not always adopt desirable behaviours. Children gave suggestions for ways to help others to remember good practice.Originality/valueThe study identified areas of weakness in pupils' hygiene knowledge and understanding and has determined barriers to adoption of desirable behaviours at all times. It has also suggested ways in which food hygiene education could be made more engaging for pupils, and other methods to encourage good practice.

Purpose -The purpose of this research is to show how a nation-wide survey of teachers investigated the teaching of food hygiene in primary schools. The survey determined which information sources were known and used by those responsible for teaching food hygiene. Design/methodology/approach -Postal questionnaires were distributed to 3,806 primary schools throughout the UK (response rate 23 per cent). The questionnaire was developed based on the results of in-depth interviews with school teachers and included topics such as where teachers gained up-to-date food hygiene messages, methods used to teach food hygiene, and how key food hygiene messages are reinforced. Teachers cited most preferred resources for teaching food hygiene, influences on the choice of these resources, and limitations on use. Findings -Overall, the results indicated that food hygiene is taught in a number of subject areas, with handwashing and personal hygiene being the principal topics. Teachers use a combination of methods to teach food hygiene and to reinforce food safety messages. The principal limitations of teaching this topic were identified as a lack of suitable space and curriculum time. Teachers across the UK also identified new resources that would support the teaching of food hygiene. Originality/value -The study identified how primary school teachers deliver food hygiene messages through the curriculum, daily routines and whole school initiatives. Ways in which primary school teachers could be supported when delivering food hygiene education have been suggested.

Objective: The objective of this study was to determine knowledge of food hygiene amongst young children (5—7 years), and facilitators and barriers to application of knowledge. Few studies exist that explore the knowledge and attitudes of young children towards food hygiene. This is an important age group, as it is a time when attitudes and behaviours are developing, which may then be carried through to adulthood. Design: To determine knowledge, age-appropriate activities were designed, with teachers, based on expected learning outcomes for this age group. In-depth interviews were carried out to determine attitudes towards and barriers to observing hygienic practices. Setting: Infant schools were selected across the United Kingdom, differing in number of children registered, level of deprivation of location, attainment and proportion of children from ethnic minorities. Methods: Activities were completed in 21 schools by 732 children (5—7 years). Interviews were conducted with 30 children. Findings: Children were generally well informed about handwashing occasions and good practice when preparing foods. They did not, however, always wash their hands when they knew they should, and some misconceptions were established at a young age. Children who understood the reasons for good practices, and who benefited from good facilities, were more likely to perform desired hygiene-related behaviours. The need for a collaborative approach between educators, health promotion professionals and parents was emphasized.

Objective A nationwide survey of teachers investigated the teaching of food hygiene in UK secondary schools. Previous studies have focused on effective strategies in consumer food hygiene training but there is little research focusing on school-based education. Design The questionnaire was developed based on the results of in-depth interviews with school teachers and included topics such as where teachers gained up-to-date food hygiene knowledge and how key food hygiene messages were reinforced. Setting Postal questionnaires were completed by those responsible for teaching food hygiene in secondary schools. Method Postal questionnaires were distributed to 1989 secondary schools throughout the UK (response rate 38 per cent). Results Overall, the results indicate that teachers use a combination of methods to teach food hygiene and to reinforce food safety messages. Respondents rated demonstrations of good practice and practical activities involving young people preparing food as most effective. Teachers cited their most preferred resources for teaching food hygiene, influences on the choice of these resources, and limitations on use. Conclusion In the UK, teachers cover food hygiene in D&T and home economics (or equivalents in Scotland and Northern Ireland). Topics such as cooking food properly, cleanliness, storing and chilling food safely, and cross-contamination are covered, reflecting the key FSA food hygiene messages. Steps to support the teaching of food hygiene in secondary schools such as guidelines on food hygiene legislation, key topics, resources, and ideas for practical activities could help to improve young people's knowledge of food hygiene and encourage young people to spread key messages to adults