Teens-as-teachers nutrition program increases interest in science among schoolchildren and fosters self-efficacy in teens

Abstract

rban food deserts, built environments and technology advancements (e.g., smart phones and computers) contribute to poorer diets and less physical activity, which tend to increase risks for childhood obesity (Brody 2002). Poor diet quality disproportionately affects our poorest children and ethnic minorities (Hiza et al. 2013;Kirkpatrick et al. 2012). Further, students' academic achievement is directly linked to their nutrition status and health (Glewwe et al. 2001), which includes a healthy mind and a belief in the capability to organize and execute a successful course of healthful action, known as self-efficacy (Bandura 1997). Self-efficacy instigates the adoption, initiation and maintenance of health-promoting behaviors RESEARCH ARTICLE Teens-as-teachers nutrition program increases interest in science among schoolchildren and fosters self-efficacy in teensAn after-school nutrition program increased children's preferences for gardening, cooking and science, and teen teachers reported an increase in health self-efficacy.

Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

“…Additionally, these programs allow opportunities for team building and improve peer relationships [ 62 ] while also encouraging implementation of cooking skills for younger youth at home [ 74 ]. A long-term nutrition and gardening program utilizing teen teachers for elementary-aged youth provides an excellent example and highlights the scalability of a program of this nature [ 75 , 76 ]. Applying this model employs adolescents that are culturally competent being from the same community and living within the same contexts as the younger youth they are teaching [ 76 ].…”

“…Adolescents have been found to be as effective, if not more effective than adult educators [ 77 ]. Cross-age teaching programs provide opportunities for community service for teen teachers in addition to opportunities for improving the health and self-efficacy of participants, whether teaching or learning, and increasing opportunities for introducing food literacy concepts to youth [ 72 , 75 , 76 , 78 , 79 ]. Beyond food literacy-related constructs, cross-age teaching is also beneficial for developing leadership, critical thinking, and problem-solving skills that are essential as adolescents mature [ 80 , 81 ].…”

Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

“…We collected information at every step to help us improve the effectiveness of the program. We integrated stakeholder feedback into our data collection process via observation, surveys, interviews, and by soliciting feedback from contributors at all levels (e.g., elementary students, teen teachers, program partners and staff, and volunteers) (Bolshakova et al, 2018).…”

“…We provide an overview of program development during the first three growing seasons (2013)(2014)(2015)(2016). Although school gardens were the context, in this paper we specifically focus on the development of the teens-as-teachers aspect of the program and the logic model that guided the program's development; Bolshakova, Gieng, and Sidhu (2018) report details about the garden curriculum and logistics.…”

Supporting Teens’ Professional Identities and Engagement in Mindfulness Practices Through Teens-as-Teachers Programming

“…Further, positive youth development programs, like teen teaching, yield improved outcomes of teen teachers themselves in self-efficacy, leadership, career and college readiness, and program content areas (Arnold, 2018;Bolshakova et al, 2018;Hammond-Diedrich & Walsh, 2006;Ripberger & Blalock, 2013;Ripberger et al, 2009;Story et al, 2002;Weybright et al, 2016;Worker et al, 2018). Teen teaching empowers adolescents in their own learning, setting them on a path of positive trajectory (Arnold, 2018).…”