Teacher perspectives on the socio-ecological barriers and enablers to food and nutrition education in primary schools: a scoping review

• Published in: Public health nutrition 2024-09, Vol.27 (1), p.e175, Article e175
• Main Authors: Esdaile, Emma K, Wharton, Lee, Vidgen, Helen, Gallegos, Danielle
• Format: Article
• Language: English
• Subjects: Capacity development; Child; Children; Community nutrition; Cross-curriculum; Curricula; Eating behavior; Ecological models; Education; Effectiveness; Elementary schools; Female; Food; Food and nutrition education; Food quality; Health Education - methods; Health Knowledge, Attitudes, Practice; High income; Humans; Industrialized nations; Integrated approach; Learning; Narratives; Nutrition; Nutrition education; Policy; Professional development; Quality assessment; Quality control; Reviews; School Health Services; School Teachers - psychology; Schools; Scoping Review; Self Efficacy; Synthesis; Teacher perspectives; Teachers; Well being
• ISSN: 1368-9800; 1475-2727; 1475-2727
• DOI: 10.1017/S1368980024001812

Schools are identified as a setting for food and nutrition education (FNE) in childhood. FNE is a key strategy to optimise child growth and development and impart life-long food skills. There is limited synthesis of the literature to understand the socio-ecological determinants of teachers and schools engaging in FNE. For this scoping review, five databases (APA PsycInfo, ERIC, Medline, CINAHL and Scopus) were searched using the terms (and synonyms for) primary school teacher, self-efficacy and food and nutrition. A quality assessment using relevant Johanna Briggs tools was carried out for the included papers. Data were extracted using a modified socio-ecological model, and narrative themes were identified. Primary (elementary) schools in high-income countries. Primary-school teachers. Forty-one papers were included in this review from ten countries (predominantly the USA). The narrative synthesis identified five themes that interact with teacher delivery of FNE. These were (i) perceived food and nutrition responsibilities of teachers, (ii) teacher beliefs and self-efficacy, (iii) opportunities to build teacher nutrition knowledge and self-efficacy, (iv) interpersonal contributors and (v) broader environmental, structural and policy contributors. Multiple strategies are needed to build the capacity of teachers to undertake FNE within primary school settings. These strategies include a focus on learner-centred education that will build teacher agency, school leadership, ensuring the health and well-being of teachers and providing initial teacher education as well as innovative professional development for cross-curriculum integration. Strategies drawing from each level of the socio-ecological framework will increase opportunities for capacity building.