School-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children: a systematic review protocol

Abstract

Background: Food and nutrition literacy is a newly emerged concept to connect food-related knowledge and skills to healthy diets. Its promotion is important to protect children as they eat too many low-nutrient, high-energy foods. Food and nutrition literacy promotion needs multi-dimensional interventions. In the process of developing an intervention to promote food and nutrition literacy, the present review protocol aims to critically examine the evidence in the area of school-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children. Methods: We will search PubMed/MEDLINE, EMBASE, Web of Science, CENTRAL, and ProQuest (from inception onwards). Additional studies will be identified through manual searching of reference lists. Quantitative studies (e.g., randomized controlled trial, quasi-randomized trials, and cluster randomized trials) evaluating the effect of interventions to promote food and nutrition literacy in elementary school children (5-12 years old) will be included. Main outcomes will be food and nutrition literacy at functional, interactive, and critical levels. Secondary outcomes will be dietary intake indicators (e.g., healthy eating index, DDS) and health outcome measures (e.g., reduction in BMI and less weight gain). Two reviewers will independently screen all citations, full-text articles, and abstract data. Potential conflicts will be resolved through discussion.The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, we will conduct random effects meta-analysis. The quality of the included studies will separately evaluate using the validated Quality Assessment Tool for Quantitative Studies, developed by the Effective Public Health Practice Project (EPHPP). Data will be extracted by two reviewers from the identified relevant literature. Standard data synthesis and analysis will be used for the review. Discussion: This systematic review will summarize the evidence regarding the components, implementation methods, and effectiveness of the interventions of food and nutrition literacy promotion in elementary school children. The results of this review will provide a useful reference for policymakers and curriculum developers to assess education curricula and develop practical learning and teaching strategies to improve students' food and nutrition literacy. Systematic review registration: PROSPERO (CRD42019135118)

Nutrition Literacy Mediates the Relationships between Multi-Level Factors and College Students’ Healthy Eating Behavior: Evidence from a Cross-Sectional Study

“…Therefore, it is necessary to cultivate students' ability to adapt to the daily dilemma of dietary choices. In addition, the enhancement of nutrition literacy (NL) in undergraduates is a promising solution to the problem at hand [25][26][27][28]. NL, a type of health literacy [29], refers to the ability to obtain, process, and understand the nutritional information and skills required to make appropriate nutritionrelated decisions [30][31][32].…”

Health Literacy and Food Literacy for K‐12 Schools in the COVID‐19 Pandemic

“…The World Health Organization (WHO) 26 has noted the school environment is an ideal setting where healthy food and nutrition should be high priority in every school agenda. The multi‐dimensional nature of FL integrates social, cultural, environmental, and political characteristics meaningful to students, families, and communities 8,27 . In our COVID‐19 era, FL is more important than ever to fulfill the function of making students aware of and reflecting on eating habits, connecting with neighborhood resources, food security, food handling and preparation, food habits and choices, and self‐efficacy.…”

“…7 Both terms have attributes conceptualized with its application to school settings and school-based interventions to encourage positive lifestyle changes and improve students' food-related outcomes. 8 Similar to HL, FL is gaining worldwide attention from multiple perspectives and settings. In this paper, our aim is to clarify understanding of key constructs related to HL and FL for contextual and practical application in school health.…”

“…Specifically, areas of HL relate to and support FL 7 . Both terms have attributes conceptualized with its application to school settings and school‐based interventions to encourage positive lifestyle changes and improve students' food‐related outcomes 8 …”

A Pilot Study to Examine the Effects of a School-Based Intervention for Promoting Food and Nutrition Literacy (FNLIT) in Romanian School Children

“…(6) Food and nutrition literacy (FNLIT), both specific forms of HL, have become increasingly important concepts in promoting health. (7,8) Improving not only the eating habits of the population, but also the knowledge and skills related to food, requires an understanding of the social context, but also individual and nutrition-related skills. (9) Eating habits during childhood may influence preferences and practices in later life, and some evidence suggests fair to moderate follow-up of childhood to adolescence habits.…”