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. 2023 Feb;36(1):75-85.
doi: 10.1111/jhn.13071. Epub 2022 Aug 15.

The 'Tasty School' model is feasible for food education in primary schools

Aija Liisa Laitinen  1 , Amma Antikainen  1 , Santtu Mikkonen  2   3 , Kaisa Kähkönen  1 , Sanna Talvia  4 , Silja Varjonen  5 , Saila Paavola  5 , Leila Karhunen  1 , Tanja Tilles-Tirkkonen  1
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The 'Tasty School' model is feasible for food education in primary schools

Aija Liisa Laitinen et al. J Hum Nutr Diet. 2023 Feb.

Abstract

Background: The 'Tasty School' is a tailored teacher-delivered food education model for primary schools in Finland. The aim of the current study was to investigate the feasibility of the Tasty School model in primary schools. Furthermore, the aim was to assess changes during the intervention in the class teachers' perspectives and experiences related to food education and school dining.

Methods: The method involved a quasi-experimental study with intervention and control groups. A total of 130 class teachers from 15 intervention and 10 control schools from five municipalities in Finland participated in the study during one school year. The theoretical framework of acceptability was utilised to evaluate feasibility using frequencies. The comparison data were analysed using a mixed-effects model for repeated measures to account for the intervention effects and selected standardising effects.

Results: Teachers reported that the model was highly acceptable and easily integrated into the school environment. Support from principals and colleagues was the most important facilitator of food education, and lack of time was the barrier. Teachers in the intervention schools were more likely to consider school meals healthy after the intervention, and they reported having sufficient materials and supplies for food education.

Conclusions: The Tasty School was shown to be a feasible model for food education in primary schools. The current study especially found that the commitment of the whole school and principals' role are crucial in the implementation of food education. The factors that support the implementation must be strengthened, and efforts must be made to reduce the barriers.

Keywords: education models; feasibility; food education; schools.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Study design, study population and measurements
Figure 2
Figure 2
The Tasty School intervention activities at the teacher and school levels and the materials and support provided for the intervention schools
Figure 3
Figure 3
Facilitators for implementing the Tasty School model according to the experiences of class teachers
Figure 4
Figure 4
Barriers to implementing the Tasty School model according to the experiences of class teachers
See this image and copyright information in PMC

References

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    1. Verrotti A, Penta L, Zenzeri L, Agostinelli S, De Feo P. Childhood obesity: prevention and strategies of intervention. A systematic review of school‐based interventions in primary schools. J Endocrinol Invest. 2014;37:1155–64. - PubMed
    1. The Basic Education Act (628/1998). Laws of Finland.
    1. Finnish Institute for Health and Welfare. Eating and learning together—recommendations for school meals. Helsinki, Finland: THL; 2017.
    1. Finnish National Agency for Education. National Core Curriculum for Basic Education 2014. Helsinki, Finland: Finnish National Agency for Education; 2016.

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