Teacher perspectives on the socio-ecological barriers and enablers to food and nutrition education in primary schools: a scoping review.

ABSTRACT:

Objective

Schools 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.

Design

For 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.

Setting

Primary (elementary) schools in high

SUBMITTER: Esdaile EK 

PROVIDER: S-EPMC11504532 | biostudies-literature | 2024 Sep

REPOSITORIES: biostudies-literature