Factors influencing nutrition education in elementary schools: A qualitative study

Curriculum-based nutrition education is a common strategy to build food literacy skills and promote lifelong healthy eating. While past research has reported on the barriers teachers face when teaching about nutrition, very few recent studies have been published on the topic. This paper aimed to explore some of the views, barriers and facilitators that teachers face when teaching nutrition in elementary schools.

A descriptive qualitative research study was conducted among elementary school teachers in Ontario, Canada, using a semi-structured interview guide. The guide was informed by the Consolidated Framework for Implementation Research, and then validated and pilot tested. Two independent researchers inductively coded and thematically analysed the transcripts.

Participants (n = 9) indicated that nutrition was an important part of their teaching. Barriers to teaching nutrition included insufficient training/professional development opportunities, limited instructional time, competition with other subjects deemed a higher priority, limited financial resources to pay for teaching materials, lack of French language resources and sensitivities related to culture, socioeconomic status, and eating disorders. In contrast, interactive learning activities, integrating nutrition with other subjects, and support from school leadership, parents and professional organisations were seen as facilitators of nutrition education.

Enhancing teacher training, resources and support while prioritising nutrition in the school curriculum is crucial for effective and equitable nutrition education in Canadian elementary schools. Addressing barriers and leveraging the facilitators identified in this study are essential to improve curriculum-based nutrition education provision.