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Related Experiment Video

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'Boden Food Plate': Novel Interactive Web-based Method for the Assessment of Dietary Intake

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Published on: September 18, 2018

"Someone Stole My Popcorn": Integrating Brief Nutrition Education Into a School-University Service-Learning Physical

Tamara Rial Rebullido¹, Andi Hope¹, Staci Drewson¹

¹Department of Health and Physical Education, School of Nursing and Health Studies, Monmouth University, West Long Branch, New Jersey, USA.

The Journal of School Health

|May 15, 2026

Summary

Integrating brief nutrition education into school physical activity programs improves children's nutrition knowledge and healthy eating habits. This low-cost approach is feasible and effective for under-resourced communities, promoting health equity.

Keywords:

experiential learning healthy snacks nutrition education schools school‐based intervention

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Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil

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Published on: July 29, 2020

Area of Science:

Pediatric Nutrition
Health Education
Service-Learning

Background:

Under-resourced schools face challenges in providing nutrition education due to time, staffing, and curriculum constraints.
School-university partnerships offer a feasible and equitable model for enhancing nutrition literacy.
Existing physical activity programs can be leveraged to deliver nutrition education.

Purpose of the Study:

To describe the implementation and participant experiences of a brief nutrition education component within a school-university service-learning program.
To evaluate the impact of integrated nutrition education on elementary students' nutrition knowledge and behaviors.
To assess the feasibility, acceptability, and cultural responsiveness of the program in an under-resourced setting.

Main Methods:

A brief (10-minute) nutrition education and healthy snack sampling component was added to the All Stars Moving Together (ASMT) program.
Undergraduate students delivered 12 sessions over 8 weeks, integrated with ASMT physical activity sessions.
Data collection included pre-post questionnaires, student focus groups, and college student reflections.

Main Results:

Participants showed increased exposure to and preference for healthy snacks.
Improvements were observed in nutrition knowledge and awareness of food choices.
Qualitative data indicated positive learning experiences and program acceptability.

Conclusions:

Integrating brief, experiential nutrition education into existing school-based physical activity programs is feasible and effective.
This approach offers a low-cost, culturally responsive strategy to promote nutrition literacy and health equity.
School-university collaborations can successfully address nutrition disparities in under-resourced communities.