Food and nutrition education opportunities within Australian primary schools

Love, Penelope, Booth, Alison, Margerison, Claire, Nowson, Carly and Grimes, Carley 2020, Food and nutrition education opportunities within Australian primary schools, Health promotion international, vol. 35, no. 6, pp. 1291-1301, doi: 10.1093/heapro/daz132.

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Title Food and nutrition education opportunities within Australian primary schools
Author(s) Love, PenelopeORCID iD for Love, Penelope orcid.org/0000-0002-1244-3947
Booth, AlisonORCID iD for Booth, Alison orcid.org/0000-0003-4914-7006
Margerison, ClaireORCID iD for Margerison, Claire orcid.org/0000-0002-2722-6128
Nowson, CarlyORCID iD for Nowson, Carly orcid.org/0000-0001-6586-7965
Grimes, CarleyORCID iD for Grimes, Carley orcid.org/0000-0002-9123-1888
Journal name Health promotion international
Volume number 35
Issue number 6
Start page 1291
End page 1301
Total pages 11
Publisher Oxford University Press
Place of publication Oxford, Eng.
Publication date 2020-12
ISSN 1460-2245
Keyword(s) food and nutrition education
primary schools
curriculum
child
food
science of nutrition
child health
coordination
teachers
Summary Schools are regarded as a key setting for obesity prevention, providing an opportunity to reach a large number of children, frequently and over a prolonged period, through formal and informal opportunities to learn about health behaviours. However, the low value placed on health versus academic achievement is a barrier to effective implementation of food and nutrition (F&N) education. This study used a qualitative exploratory approach to explore the views of teachers and key health and education sector stakeholders regarding opportunities for F&N education within the Australian primary school setting. To the best of our knowledge, this is the first study to explore this topic from the perspectives of state-level coordination and development through to local-level implementation and support within the Australian primary school context. Only 2.6% of the Victorian Curriculum related to F&N education, taught through two (of seven) learning outcomes: Health and Physical Education, and Technologies. While stakeholders considered child health a priority, and schools an ideal setting for F&N education, barriers included a lack of strategic policy alignment, limited leadership and coordination, a 'crowded curriculum' and poor availability of shelf-ready resources with explicit curriculum links. A cross-curriculum approach was considered essential for F&N education to become embedded as a core component of the curriculum.
Language eng
DOI 10.1093/heapro/daz132
Indigenous content off
Field of Research 1117 Public Health and Health Services
1302 Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2020, The Author(s)
Persistent URL http://hdl.handle.net/10536/DRO/DU:30134194

Document type: Journal Article
Collections: Faculty of Health
School of Exercise and Nutrition Sciences
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