Parents' practices, feelings, and support needs surrounding the development of food allergy literacy (FAL) in children before their transition to school.

Prathyusha Sanagavarapu, Ann Dadich, Maria Said

Abstract read

In one paragraph

Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

What it found

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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

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0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

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5 · Who and what money

Authors and funding

3 authors.

Prathyusha SanagavarapuSchool of Education, Transforming Early Education and Child Health (TeEACH), Translational Health Research Education (THRI) Research Centres, Western Sydney University, Locked Bag: 1797, Penrith South 2751, Australia.

Ann DadichSchool of Business, Translational Health Research Education (THRI) Research Centre, Western Sydney University, Locked Bag: 1797, Penrith South 2751, Australia.

Maria SaidAllergy & Anaphylaxis Australia, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Children's knowledge of food allergy and risk prevention, coined as food allergy literacy (FAL), can bolster their safety in schools. Addressing research gaps on this topic, especially, parents' role, the aim of this study was to investigate Australian parents' practices, feelings, and support needs relating to building children's FAL before their transition to school. Questionnaire data from 159 parents were analysed statistically to characterise the sample and explore the association between children's FAL, parent anxiety, and parent confidence in their child's ability to stay safe at school. Results indicated that parents supported children's knowledge of food allergy and risk prevention using age and developmentally appropriate pedagogies. However, they focused less on building children's skills to read food labels, communicate symptoms, and seek help. Furthermore, the association between children's FAL and parents' feelings about children's safety in school was weak. However, the association between the child's FAL and parents' confidence in the child's ability to stay safe at school was moderate-to-strong. The implications of these findings for educators are discussed.

Indexed as

Child healthChildren's food allergyChronic diseasesEarly childhood/early interventionFood allergy literacyParent/Family

Identifiers

PMID39748965

DOI10.1016/j.heliyon.2024.e40441

PMCPMC11693899

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LicenceCC BY-NC-ND

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.