Teacher perspectives on the socio-ecological barriers and enablers to food and nutrition education in primary schools
A scoping review
Bibliographic Data
| ID | 15090993 |
|---|---|
| Authors | Emma K Esdaile (0000-0002-9166-1001, Queensland University of Technology), Lee Wharton (0000-0002-6533-4779, Queensland University of Technology), Helen A Vidgen (0000-0001-8332-2512, Queensland University of Technology), Danielle Gallegos (0000-0001-5901-1909, Queensland University of Technology, corresponding author) |
| Year | 2024 |
| Volume | 27 |
| Issue | 1 |
| Pages | e175-e175 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Public Health Nutrition (JOURNAL) |
| Journal identifiers | ISSN: 1368-9800 • E-ISSN: 1475-2727 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1368980024001812 |
| PMID | 39324339 |
| OpenAlex | W4402854172 |
| Language | EN |
| Citations received | 1 |
| References cited | 70 |
Objective: 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. Design: 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. Setting: Primary (elementary) schools in high-income countries. Participants: Primary-school teachers. Results: 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. Conclusions: 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
CINAHL · Curriculum · Medical education · MEDLINE · Narrative · Pedagogy · Political science · PsycINFO · Social science · Sociology · Diverse Educational Innovations Studies · Medicine · Nursing · Obesity, Physical Activity, Diet · Psychology · School Health and Nursing Education
The double burden of malnutrition
Teaching approaches and strategies that promote healthy eating in primary school children
Personal and contextual factors related to teachers’ experience with stress and burnout
Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes
Factors That Influence Participation in Physical Activity in School-Aged Children and Adolescents
An Ecological Perspective on Health Promotion Programs
St Century Competencies in Light of the History of Integrated Curriculum
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction
Teacher agency and professional practice
The capability approach and school food education and culture in England
Between good intentions and practical constraints
Implementation Factors and Teacher Experience of the Integrated Nutrition Education Program
Teacher Experience, Personal Health, and Dieting Status Is Associated With Classroom Health‐Related Practices and Modeling
Teachers’ awareness and perceptions of Health Education Nutrition Programmes in Greece
Effects of nutrition knowledge, personal health and self-efficacy on food-related teaching practices of elementary school pre-service teachers
Nutrition Education in the Australian New South Wales Primary School Curriculum
Parents’ and teachers’ views of the promotion of healthy eating in Australian primary schools
The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes
Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion
The impact of high-stakes testing on curriculum and pedagogy
A process and outcome evaluation of an in-class vegetable promotion program
Teachers' self-perception of their dietary behavior and needs to teach healthy eating habits in the school
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |