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. 2025 Aug 6:12:1635389.
doi: 10.3389/fnut.2025.1635389. eCollection 2025.

Indian teachers' and parents' perceptions and experiences of food and nutrition education in primary schools: mixed-method study

A Wincie Wilmah  1 , R K Jaishree Karthiga  1
Affiliations

Indian teachers' and parents' perceptions and experiences of food and nutrition education in primary schools: mixed-method study

A Wincie Wilmah et al. Front Nutr. .

Abstract

Introduction: Food and nutrition education (FNE) is vital for shaping lifelong dietary behaviours and advancing sustainable development goals related to food security and responsible consumption. Despite global initiatives, India lacks a standardized framework for FNE in primary schools, resulting in inconsistent curricula and limited teacher preparedness.

Methodology: This mixed-method study examined 350 stakeholders, including 110 primary school teachers, 187 parents, and 53 students in Tamil Nadu through structured surveys and qualitative interviews. Quantitative findings revealed that 73% of participants supported weekly FNE sessions.

Results: 76% of teachers reported inadequate training in food processing and nutrition, and 68% preferred FNE as a standalone subject. Statistically significant differences emerged between urban and rural stakeholders in sustainability awareness (χ 2 = 10.94, p < 0.01), and teacher confidence in nutrition education correlated positively with successful FNE implementation (r = 0.68, p < 0.001).

Analysis: Qualitative analysis identified three key themes: (1) limited institutional frameworks for sustainable FNE, (2) strong sociocultural influences on food choices, and (3) disparities in sustainability awareness across regions.

Discussion: The findings support policy-driven reforms, such as mandatory teacher training, curriculum restructuring to embed FNE, and community engagement programmes. This study contributes practical insights for education policymakers aiming to enhance children's food and nutrition literacy and promote sustainable dietary practices across Indian primary schools.

Keywords: beneficial diet plans; food and nutrition education (FNE); mixed-method study; nutritional education; primary schools; sustainable development goals.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
Function of qualitative research method.
Figure 2
Figure 2
(A) Interaction with the teacher about FNE. (B) Interaction with the students about FNE. (C) Students present for the FNE activity session. (D) Interaction with the students for FNE activity session.
Figure 3
Figure 3
FNE education necessity in primary school.
Figure 4
Figure 4
Grade levels at which Food and Nutrition Education (FNE) is implemented.
Figure 5
Figure 5
FNE incorporable subject.
Figure 6
Figure 6
Minutes of lecture required on FNE for primary students.
Figure 7
Figure 7
FNE training requirement.
Figure 8
Figure 8
FNE handling capacity.
Figure 9
Figure 9
Awareness of food and safety.
Figure 10
Figure 10
Economic status of nutritious food style.
Figure 11
Figure 11
Trainers of FNE.
Figure 12
Figure 12
FNE practice for nutrient deficiency.
Figure 13
Figure 13
Weekly nutritious food plan.
Figure 14
Figure 14
Assemblies including FNE-related activities.
Figure 15
Figure 15
Seasonable fruits and vegetables in daily lifestyle.
See this image and copyright information in PMC

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