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A study by researchers at the University of Sydney and Macquarie University has shown the important role teachers play in educating children about nutrition and healthy eating. Yet a narrow view of education undermines their ability to help.
Associate Professor Wayne Cotton and his co-authors found 3,922 research articles about children’s nutrition and healthy eating, narrowing these down to the 34 most relevant ones, and drew together their findings. This systematic review revealed that teachers can strongly influence children’s healthy eating.
This is of particular significance in Australia, given the dietary issues we face. According to the Australian Bureau of Statistics, in 2017–18, 67% of adults and 25% of children were overweight or obese. Meanwhile, only 5% of adults and 6% of children ate the recommended amount of fruit and vegetables.
A/Prof Wayne, who is director of teacher education at the University of Sydney, notes that children’s eating habits can set patterns that persist into adulthood. Yet a narrow focus in education hinders efforts to establish healthy habits.
“First, nutrition education is often seen as unnecessary because the content is not included on standardised tests,” he and his co-authors wrote.
Since nutrition, and more broadly health, are not assessed as part of large-scale testing, teachers do not always have time to teach students about them. This is despite the important role teachers play in this regard, with research showing that teachers can help children eat more fruits and vegetables; lower their salt and sugar intake; and contribute to a general knowledge of nutrition.
“Despite research showing that schools can make a positive impact on children’s nutritional outcomes,” the authors write, “schools and teaching staff note many barriers that restrict nutritional education programming and delivery.”
Along with standardised testing, they list a lack of resources and training as a barrier, especially for primary school teachers, along with minimal nutritional education at university and the financial barrier of implementing nutritional programs in their schools.
“Previous research focusing on primary school-based nutritional education programs shows that effectiveness depends on the duration of the program,” the researchers write.
Many schools look to external groups for nutrition education programs. Such programs are not as well-positioned as teaching staff to deliver ongoing nutrition education across curricular programs and over an extended period. The researchers cite the World Health Organisation to underline that “qualified teachers are the key agents for promoting health and nutrition within schools.”
The researchers’ meta-analysis found strong evidence for teachers’ efficacy in promoting healthy eating in students. Ten of fourteen articles they reviewed increased fruit and vegetable consumption, while other articles found that teachers can have a medium effect on reducing overall energy intake. It was more difficult for teachers to get children to consume less sugar, with their efforts having the smallest effect.
“Schools are ideal settings for preventive nutrition education efforts targeting children due to their reach, structure, and cost-effectiveness,” they write. “Prudent, evidence-based decisions need to be made by policy-makers and pedagogues as to the teaching strategies employed when delivering nutrition education programs to primary-aged students.”
– article courtesy Media Centre for Education Research
