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. 2024 Sep 26;27(1):e175.
doi: 10.1017/S1368980024001812.

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

Emma K Esdaile  1   2 , Lee Wharton  1 , Helen Vidgen  1   2 , Danielle Gallegos  1   2
Affiliations

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

Emma K Esdaile et al. Public Health Nutr. .

Abstract

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.

Keywords: Cross-curriculum; Food and nutrition education; Policy; Self-efficacy; Teacher perspectives.

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Conflict of interest statement

Danielle Gallegos and Emma Esdaile have received research support from the Children’s Hospital Foundation via a philanthropic donation from the commercial funder Woolworths. Danielle Gallegos and Emma Esdaile declare they have no other conflicts of interest. Lee Wharton and Helen Vidgen declare they have no conflicts of interests.

Figures

Fig. 1
Fig. 1
Ecological model for nutrition education in schools adapted from(26,27)
Fig. 2
Fig. 2
PRISMA diagram – identification of studies included in the scoping review
Fig. 3
Fig. 3
The identified components and interactions of the teaching ecosystem for food and nutrition education
See this image and copyright information in PMC

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