Senior Secondary School Food Literacy Education: Importance, Challenges, and Ways of Improving

Nanayakkara, Janandani; Margerison, Claire; Worsley, Anthony

doi:10.3390/nu10091316

Cited by 11 publications

(8 citation statements)

References 42 publications

(79 reference statements)

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“… 11 Home economic teachers in Australia reported that high schools are well positioned to improve adolescents’ food safety knowledge 15 and this is reflected in recent research that food, health and education professionals in Australia are highly supportive of senior secondary school food literacy education. 16 Further research with parents in the USA reinforced views that food safety education needed to be taught and reinforced in school and at home. 17 …”

Section: Discussionmentioning

confidence: 99%

“…15 Our study reports that educators feel they have a role to play in educating young people on food hygiene and food safety topics, and this is echoed in findings in Sweden. 11,15,16 Educators in Sweden believed that food safety is an important part of HCS. 11 Home economic teachers in Australia reported that high schools are well positioned to improve adolescents' food safety knowledge 15 and this is reflected in recent research that food, health and education professionals in Australia are highly supportive of senior secondary school food literacy education.…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

“…11 Home economic teachers in Australia reported that high schools are well positioned to improve adolescents' food safety knowledge 15 and this is reflected in recent research that food, health and education professionals in Australia are highly supportive of senior secondary school food literacy education. 16 Further research with parents in the USA reinforced views that food safety education needed to be taught and reinforced in school and at home. 17 The present research indicates that educators would benefit from the development of new educational resources for use in schools (for students and teachers), food hygiene and online training to improve educator knowledge, confidence and skills.…”

Section: Comparison With Existing Literaturementioning

confidence: 99%

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Teaching young consumers in Europe: a multicentre qualitative needs assessment with educators on food hygiene and food safety

Eley

Lundgren

Kasza

et al. 2021

Perspect Public Health

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Aim: Foodborne illnesses have a significant global burden and can be life-threatening, with higher risk in vulnerable groups such as children. SafeConsume is an EU-funded, transdisciplinary project aiming to improve consumers’ food safety behaviour. Developing educational resources on food safety for use in schools has potential to improve teaching of our young consumers. The aim of this study was to explore school educators’ attitudes, behaviours and knowledge towards food hygiene, safety and education. Methods: Focus groups and interviews in England, France, Portugal and Hungary explored educator knowledge, skills, intentions and beliefs around educating young people (11–18 years) about food safety. Data were analysed using NVivo and emerging themes were applied to the Theoretical Domains Framework. Results: A total of 48 educators participated. Knowledge, confidence and skills to teach food safety to young people varied depending on background and training. Educators reported they had a role to teach food safety to young people, were positive about delivering education and optimistic they could improve students’ food safety behaviour. Barriers to teaching included lack of national curriculum coverage, limited time and money, and lack of facilities. Educators reported that social influences (family, celebrity chefs, public health campaigns and social media) were important opportunities to improve young peoples’ awareness of food safety and consequences of foodborne illness. Conclusion: Educator food safety expertise varied; training could help to optimise educator knowledge, confidence and skills. Ministries of Health and Education need encouragement to get food safety incorporated further into school curricula across Europe, so schools will be motivated to prioritise these topics.

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Section: Discussionmentioning

confidence: 99%

Section: Comparison With Existing Literaturementioning

confidence: 99%

Section: Comparison With Existing Literaturementioning

confidence: 99%

See 1 more Smart Citation

Teaching young consumers in Europe: a multicentre qualitative needs assessment with educators on food hygiene and food safety

Eley

Lundgren

Kasza

et al. 2021

Perspect Public Health

View full text Add to dashboard Cite

show abstract

“…In application, FL studies examine the interaction between FL and home economics [ 59 , 60 , 61 , 62 ] or measure FL. The latter, small but growing body of literature measures FL levels to determine health outcomes and diet quality in adults [ 63 , 64 , 65 , 66 ] adolescents [ 56 , 57 , 67 , 68 , 69 , 70 ] and children [ 71 , 72 , 73 ].…”

Section: Introductionmentioning

confidence: 99%

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

Smith

Wells

Hawkes

2022

IJERPH

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(1) Background: As one of the biggest drivers of health and climate change, the food system has unrealised potential to influence consumption toward affordable, healthy, sustainable diets. A range of policy levers, including mandating food education, are needed. Schools are considered the best place for food education and childhood is a crucial period when eating habits that persist into adulthood are formed. Food education as part of the curriculum is crucial in generating population shifts in food systems improvements. The purpose of this policy analysis was to analyse mandatory curriculums in different countries to explore the ways in which primary school food education addresses food literacy. (2) Methods: This study analyses how food education within primary school education policy, in 11 countries, addresses Food Literacy (FL). It is the first study of this kind. A case study methodology was employed, and curriculum policy content analysis was conducted using a Food Literacy framework. (3) Results: Each country has a curriculum dedicated to food education, supported by food education in non-food curriculums. There is no standardized approach to primary school food education policy, no consensus in primary food education nomenclature or what curriculums constitute. Curriculums focus on cooking and health topics, but significantly less on social-cultural, equity, and sustainability issues. (4) Conclusion: How primary curriculums around the world deliver food education policy to address FL varies enormously. All 11 countries have dedicated food curriculums, supported by non-food curriculums, but there is no consensus as to what food education is called or constitutes. Countries rarely deal with FL comprehensively. The most comprehensive are single, detailed food curriculums, complemented by non-food curriculums where food knowledge and skills progress clearly and are the intended learning outcome.

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“…There is renewed interest in secondary school food and nutrition education in many countries because of the impact that adolescent food behaviours have on their cognitive performance, diet quality, and health trajectories (Colatruglio and Slater, 2014; Engler-Stringer, 2010; Lichtenstein and Ludwig, 2010; Nanayakkara et al , 2018; Pendergast and Dewhurst, 2012; Rathi et al , 2018). Secondary school food and nutrition curricula offer an accessible means to communicate healthy eating messages with widespread reach among adolescents and their families (Burton and Worsley, 2012; Lloyd et al , 2012; Pérez-Rodrigo et al , 2001).…”

Section: Introductionmentioning

confidence: 99%

What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula

Boddy

Booth

Worsley

2019

Self Cite

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Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.

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Senior Secondary School Food Literacy Education: Importance, Challenges, and Ways of Improving

Cited by 11 publications

References 42 publications

Teaching young consumers in Europe: a multicentre qualitative needs assessment with educators on food hygiene and food safety

Teaching young consumers in Europe: a multicentre qualitative needs assessment with educators on food hygiene and food safety

How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis

What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula

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