Elementary School Teachers’ Lived Experiences of Teaching Nutrition: A Qualitative Study
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.