Investigating Elementary School Food Programs: Impacts on Child Knowledge and Dietary Behaviours
Abstract
Good nutrition is an important part of maintaining a healthy lifestyle. A balanced diet can promote positive health outcomes, protecting against health problems caused by nutritional deficiencies. Canada has reported poor diet quality and high rates of overweight and obesity among children. Obesity has been linked to several non-communicable diseases including type 2 diabetes, heart disease, and some forms of cancer. Efforts to improve lifelong, healthy eating behaviours must be implemented.
This dissertation investigated the impacts of school food programming on child nutrition. A Centrally Procured School Food Program (CPSFP) was implemented at 30 elementary schools in Southwestern Ontario, Canada. This program delivered free, locally-sourced food to schools in an effort to improve child nutrition. A food literacy resource was designed and delivered to families as part of this food program.
A cross-sectional study involving 2,431 children assessed participant knowledge of food. Children’s total knowledge scores were on average 29.2 out of 46 (63.5% correct responses). Participants demonstrated nutrition competency and food skills; although, awareness of food guide recommendations and local foods were limited. Female gender, high household income, and rurality were associated with higher knowledge scores.
A randomized controlled trial including 1,836 child participants evaluated changes in food-related knowledge associated with a food literacy resource. The results presented non-significant differences in mean total knowledge scores (F = 2.7, p = .10) between intervention and control groups pre- to post-intervention. Limited increases in healthy eating efficacy, food selection, identification of local produce, and nutrition knowledge were reported.
A qualitative study involving focus groups with 208 children explored perceptions of and suggestions for the CPSFP. Results from the child focus groups indicated that the program’s food provision curbed hunger, promoted greater fruit and vegetable consumption at school and home, and enabled children to try various healthy foods. Participants recommended adding educational activities, a greater variety of foods, and increased child involvement with the program.
This dissertation identified current strengths and gaps in children’s food-related knowledge. Results from two elementary school food interventions can be used to improve current practices and develop innovative programs to promote healthy dietary habits among children.