ArticlePublic health nutrition2024
Teacher perspectives on the socio-ecological barriers and enablers to food and nutrition education in primary schools: a scoping review.
Article in Public health nutrition, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Teacher-Identified Priorities and Resource Use in Government-Supported School Food and Nutrition Education in Korea.Nutrients · 2026Article
- Designing a Model for Developing Food Literacy Among Youth: Insights from Summer Camps.Nutrients · 2026Article
- Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight-Inclusive Nutrition Curriculum in the High School Health Classroom.The Journal of school health · 2026Article
- From policy to practice: teacher capacity as the missing link in food and nutrition education reform in Tamil Nadu, India.Frontiers in nutrition · 2026Article
- Key factors advancing food education in primary schools - Perspectives of headteachers and education directors.Public health nutrition · 2025Article
- Examining the role of school food gardens, food waste systems and cooking facilities in experiential education: a cross-sectional survey of primary school teachers' practices.Archives of public health = Archives belges de sante publique · 2025Article
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Authors and funding
4 authors.
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Abstract
objectiveSchools are identified as a setting for food and nutrition education (FNE) in childhood. FNE is a key strategy to optimise child growth and development and impart life-long food skills. There is limited synthesis of the literature to understand the socio-ecological determinants of teachers and schools engaging in FNE.
designFor this scoping review, five databases (APA PsycInfo, ERIC, Medline, CINAHL and Scopus) were searched using the terms (and synonyms for) primary school teacher, self-efficacy and food and nutrition. A quality assessment using relevant Johanna Briggs tools was carried out for the included papers. Data were extracted using a modified socio-ecological model, and narrative themes were identified.
settingPrimary (elementary) schools in high-income countries.
participantsPrimary-school teachers.
resultsForty-one papers were included in this review from ten countries (predominantly the USA). The narrative synthesis identified five themes that interact with teacher delivery of FNE. These were (i) perceived food and nutrition responsibilities of teachers, (ii) teacher beliefs and self-efficacy, (iii) opportunities to build teacher nutrition knowledge and self-efficacy, (iv) interpersonal contributors and (v) broader environmental, structural and policy contributors.
conclusionsMultiple strategies are needed to build the capacity of teachers to undertake FNE within primary school settings. These strategies include a focus on learner-centred education that will build teacher agency, school leadership, ensuring the health and well-being of teachers and providing initial teacher education as well as innovative professional development for cross-curriculum integration. Strategies drawing from each level of the socio-ecological framework will increase opportunities for capacity building.
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