Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Health and Rehabilitation Sciences

Supervisor

Nouvet, Elysee

Abstract

Early nutrition education is crucial for lifelong health and learning (Cusick et al., 2016). Elementary schools and teachers play a significant role in shaping children's understanding of nutrition (Cotton et al., 2020). Yet, there's limited research on teachers' experiences teaching nutrition to elementary students and how it affects their well-being. This qualitative study examines 13 Ontario-based teachers' experiences in delivering nutrition education. Interviews revealed themes such as teachers' perceptions of their role and secondly challenges and facilitators in teaching nutrition, including time constraints, resource scarcity, body image, and cultural differences. These findings offer insights into the complexities teachers face in imparting this vital skill to children. The research aims to support teachers and promote positive change in education, fostering classrooms of positivity, impartiality, and acceptance. Ultimately, it strives for each student to embrace their dietary preferences, understand their culinary heritage, and envision their future selves, fostering inclusivity and enriching learning environments.

Summary for Lay Audience

Early nutrition education lays the foundation for lifelong healthy behaviours and essential learning capabilities (Cusick et al., 2016). While children can acquire this knowledge from various sources, elementary schools and teachers significantly shape children’s understanding of nutrition (Cotton et al., 2020). However, limited research delves into teachers' lived experiences teaching nutrition education, to elementary-aged children in Ontario, and how they perceive these teachings and activities to impact students’ well-being. This qualitative study addresses this gap by investigating the experiences of 13 Ontario-based elementary school teachers in delivering nutrition education.

Through purposive and snowball sampling, semi-structured interviews revealed distinct themes for each objective. The first theme Teachers’ Perceptions of Their Role in Nutrition Education explored their values feelings and beliefs about teaching nutrition, as well as teachers’ perceived feelings of being role models, and finally what teachers perceive as nutrition education. The second theme of Navigating Challenges and Facilitators in Teaching and Talking about Nutrition Education highlighted potential challenges due to limited time, scarcity in curriculum resources, body image, cultural differences, socioeconomic status, and the intricate nature of their roles as generalist educators. These emergent themes offer nuanced perspectives on the multifaceted challenges and facilitators teachers face in teaching this imperative lifelong skill to impressionable children, and the potential influences that shape children's relationship with food and health within the context of elementary education.

The significance of this research serves not only as a potential support mechanism for teachers but also does due diligence to the lived experiences of teachers, and their perceived impacts on students in their class. Additionally, this study has the potential to spark positive transformation and bolster assistance within the educational sphere. Through uncovering insights into educators' encounters and viewpoints regarding nutrition education, this research aims to play a part in fostering classrooms characterized by positivity, impartiality, and acceptance. The goal is for each student to feel at ease embracing their individual dietary preferences, comprehending their culinary heritage, and envisioning their future identities. Ultimately, I foresee the idea of food neutrality spreading throughout schools, cultivating an inclusive and fulfilling learning environment for everyone.

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