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Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review
1Academic associate, Medical officer, DPhil candidate, (rebecca.kelly@utas.edu.au), Menzies Institute for Medical Research, University of Tasmania, Hobart, Tasmania, Australia.
The Journal of School Health
|June 17, 2021
Summary
This review of school-based food literacy (FL) programs found varied intervention designs and outcome measurements. Future interventions should focus more on critical food literacy skills for children.
Area of Science:
- Public Health Nutrition
- Childhood Education
- Health Promotion
Background:
- Childhood is a crucial period for developing food literacy (FL), encompassing skills and knowledge related to food.
- Schools represent a significant setting for implementing interventions to enhance children's FL.
- This systematic scoping review focuses on characterizing FL interventions specifically within elementary school settings.
Purpose of the Study:
- To systematically scope and characterize existing food literacy interventions implemented in elementary schools.
- To analyze the design, duration, theoretical underpinnings, and outcome measurement of these school-based FL interventions.
- To assess the coverage of different food literacy competencies (functional, interactive, critical) within the reviewed interventions.
Main Methods:
- A systematic search of databases (PubMed, Web of Science, EBSCO) was conducted for FL interventions targeting elementary school students (ages 4-12).
- Eligible studies were assessed based on design, duration, theoretical framework, and FL outcome ascertainment.
- Interventions were evaluated for their inclusion of functional, interactive, and critical food literacy competencies.
Main Results:
- 116 studies, including 105 original interventions, were eligible, with intervention durations varying from 45 minutes to 4 years.
- Social cognitive theory was the most frequently cited theoretical basis; common intervention components included classroom lessons, games, school gardens, and cooking activities.
- While all studies addressed functional FL, 77% addressed interactive FL, and only 28% addressed critical FL. Most studies (96%) quantitatively measured FL outcomes.
Conclusions:
- This comprehensive review highlights significant heterogeneity in the design and measurement of school-based FL interventions.
- A notable gap exists in interventions addressing critical food literacy, suggesting a need for increased focus in this area.
- Future research and program development should prioritize enhancing critical FL competencies within elementary school settings.
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