Assessment of Nutrition Education Needs in an Urban School District in Connecticut: Establishing Priorities Through Research

An Assessment of Nutrition Education in Selected Counties in New York State Elementary Schools (Kindergarten through Fifth Grade)

“…Despite the absence of nutrition core curriculum, 83% of teachers surveyed reported teaching some nutrition. More teachers in this study reported teaching nutrition than teachers in a local assessment of teachers in an urban Connecticut school district (56%), 33 and a similar proportion of teachers taught nutrition in a statewide assessment in Minnesota. 34 The data in this study were also comparable to national data from the 2000 NCES K-5 survey, in which 88% of teachers taught nutrition and the 2006 School Health Policies and Programs Study, in which 90% of teachers taught nutrition.…”

“…The available literature has focused on a single school district or pooled teachers for statewide analysis. [33][34][35][36] There are few data comparing teacher-led nutrition education by school location, income level, or student ethnic profile; these factors may enhance the understanding of how teachers address food and nutrition in the classroom. Therefore, the purpose of the present study is to describe the nature of teacher-led nutrition education offered in selected counties in New York State elementary schools (kindergarten through fifth grade [K-5]) and explore how nutrition information is taught in the classroom.…”

Implementation of a Food-Based Science Curriculum Improves Fourth-Grade Educators' Self-efficacy for Teaching Nutrition

“…Observed decreases may be related to commonly cited barriers to nutrition education in the K-12 classroom, including limited time, inadequate professional development, and lack of access to/awareness of nutrition education materials. 6–7,9–11 …”

“…18–2 Teachers can greatly affect the health behaviors of their students. 5–11 Past research indicates self-efficacy may serve to increase teacher willingness to implement new instructional concepts like health. 32 Increased support and opportunities to seek professional development would likely result in increased teacher confidence and knowledge.…”

“…6,7 Previously identified barriers to implementing nutrition education in the classroom include limited teaching time available, inadequate professional development, lack of access to/awareness of supplemental materials, attitude of school personnel, and lack of administrative support. 6–11 Considering at least 10–15 hours of education is needed to produce moderate effects on health knowledge, 8 intervention may be needed to increase instructional time focused on nutrition education.…”