Elementary Teachers’ Perceptions and the Impact of a Nutrition-Integrated Pilot Curriculum

Abstract

Studies have demonstrated the positive effects of nutrition education on elementary students’ overall well-being. However, teachers continue to report a lack of instructional time, suitable curriculum, self-efficacy, and support as barriers to integrating nutrition into the daily curriculum. To address these barriers, this study developed and implemented a 16-week standards-based nutrition-integrated curriculum entitled Fuel to Learn. Participants included fourth-grade teachers (N=9) across North Mississippi. Qualitative observational data were collected via teacher feedback after each Fuel to Learn lesson through a web-based portal. Three themes emerged from the qualitative data and were categorized as follows: (a) supporting student engagement of nutrition and academic skills with integration; (b) ease of delivery with integrated methods; and (c) meeting the demands of classroom differentiation. Quantitative data were also collected at the conclusion of the study through a curriculum evaluation survey, providing further insight into teachers’ perceptions of the curriculum. Similar to the qualitative findings, survey results suggest that teachers perceived the curriculum to be engaging, suitable, and developmentally appropriate.