Adolescent food literacy programmes: A review of the literature

Abstract

Aim:The aim of this study was to explore what is known about food literacy programmes targeting adolescents, including identification of the constituents of food literacy addressed, assessment of programme effectiveness, and description of programme design or delivery specific to adolescents. Methods: A review of the peer-reviewed literature surrounding adolescent food literacy was conducted using scholarly electronic databases. Programme reports were identified in the grey literature using online searching and cross-referencing to support the research aim. Programmes from 2000 to 2012 targeting adolescents aged 13-17 years were included. Results: A total of 19 peer-reviewed papers and four grey literature programmes met the search criteria. Interventions focused on practical cooking and/or food preparation skills and targeted younger adolescent age groups. Programmes were most commonly held in schools and community settings. The majority of programmes (n = 16/23) did not use a theoretical basis for their development. Programme evaluation encompassed the use of pre-and post-intervention questionnaires and focus groups. Only nine studies included a dietary behaviour-based outcome measure. Although 19 of the 23 studies reviewed reported positive changes related to the intervention, these did not include significant changes in diet quality or cooking frequency at home. Conclusions: Few existing adolescent food literacy programmes have demonstrated a positive impact on dietary behaviours to date. Adolescent target groups present unique challenges in programme development and delivery. However, the physical, social and emotional health needs of this age group and potential to influence lifelong behaviours highlight the need to design effective and age-appropriate adolescent food literacy programmes.

Adolescent Obesity: Diet Quality, Psychosocial Health, and Cardiometabolic Risk Factors

“…Food literacy is quite complex, encompassing several components including elements of nutrition, health, agriculture, food systems, food safety, and cooking [198][199][200]. Three reviews of adolescent food literacy programs have been conducted recently [201][202][203]. Two of these reviews highlight the need for a reliable and validated questionnaire to assess food literacy as a whole, given that none of the studies reviewed supplied such an assessment [201,203].…”

“…Varying interpretations of food literacy prior to establishment of a definition [198] limited the ability to develop an assessment to encompass the complexity of food literacy. With this and contrasting study designs, all three reviews noted difficulty in determining inclusionary criteria for articles and interpreting results [201][202][203]. Given the limitations of previous adolescent food literacy programs, Brooks and Begley compiled a list of recommendations for future programs, including the development of adaptable school-based food literacy programs for older adolescents [202].…”

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

“…An emerging literature purports that good nutrition must consider the impact of food production on social and physical environments (Lang, 2009;Palumbo, 2016;Slater & Yeudall, 2015). Sumner has incorporated these concepts into her conceptualization of food literacy (Sumner, 2015); however, this domain has been neglected in the dominant food literacy discourse, which focuses more on development of "food skills" (Brooks & Begley, 2014;Fordyce-Voorham, 2011).…”

“…Home economics, however, has diminished in importance, or been dropped altogether in many jurisdictions (Slater, 2013;Smith, 2011). Where school-based food and nutrition programmes exist they tend to be focused on food consumption and health at the individual level (Anderson & Falkenberg, 2016) or on cooking and food preparation skills (Brooks & Begley, 2014). Further, the narrow focus on food skills may be insufficient to help students prepare to navigate the complex foodscape, which includes a myriad of messages regarding body image, weight loss and nutrition along with an environment which persistently and ubiquitously encourages consumption of unhealthy foods (Swinburn et al, 2011).…”

“…However, these definitions are lacking the specific competencies that are required to achieve food literacy. Moreover, a review of adolescent food literacy programmes by Brooks and Begley revealed that most were focused on cooking/food preparation skills and few used a theoretical basis for their development (Brooks & Begley, 2014). Therefore, this study aimed to bridge the gap between food skills programming and food literacy theory by developing food literacy competencies within a conceptual framework.…”