Afrocentric Food Literacy, Gardening, and Physical Activity in a Canadian Grade 7 Classroom: An Exploratory Mixed-Methods Case Study

To describe entry-to-exit patterns in students' self-reported dietary behaviours, meal practices, and physical activity, and explore their experiences participating in an Afrocentric school-based food literacy, gardening, and physical activity program.

This exploratory mixed-methods case study involved 27 Grade 7 students in London, Ontario, Canada, who participated in a 10-session program delivered between November 2024 and April 2025. The program combined African- and Caribbean-centred food literacy, culturally relevant cooking, gardening, nutrition education, and movement-based wellness activities. Entry and exit questionnaires assessed dietary behaviours, meal practices, nutrition-related responses, and physical activity. Written student reflections and participant observations were analyzed thematically.

Aggregate comparisons showed favourable patterns in several self-reported indicators. Frequent whole-grain consumption was reported by 63.0% of students at exit compared with 29.6% at entry, while non-starchy vegetable consumption was reported by 70.4% compared with 37.0%. At least three hours of weekly physical activity was reported by 66.7% at exit compared with 40.7% at entry. Qualitative findings highlighted cooking confidence, engagement with gardening and food systems, awareness of physical activity and wellness, and cultural learning through African- and Caribbean-centred activities.

Favourable descriptive patterns and positive learning experiences were observed following the program. However, the small sample, absence of a comparison group, and reliance on self-reported measures limit causal interpretation. Culturally grounded, experiential food literacy may offer a promising approach to school-based nutrition and wellness education. Larger comparative studies with longer follow-up are needed.