Effects of school-based interventions on Food and Nutrition Literacy (FNLIT) in primary-school-age children: a systematic review
Open accessAbstract
This study systematically reviewed the evidence on interventions seeking to improve Food and Nutrition Literacy (FNLIT) functional, interactive and critical skills in primary school-aged children. Electronic databases, including PubMed/MEDLINE, SCOPUS, Web of Science, Cochrane, Pro-Quest and Google Scholar were systematically searched. Randomised and non-randomised controlled trials, pre-/post-test and case–control designs were included. The primary outcomes were three levels of FNLIT: functional, interactive and critical. All citations, full-text articles and abstract data were screened by two independent reviewers. Any conflicts were then resolved through discussion. The quality of the included studies was individually evaluated using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Two reviewers extracted data from the included studies, and a descriptive analysis was performed. The quality of all eligible studies ( n 19) was rated as moderate/weak. A wide variety of skill-building activities were introduced by programmes, including recipe skills/food preparation, food label literacy, food tasting, gardening harvesting, and supporting cultural practices and ethnic foods. Only four studies measured food literacy (FL) (food label literacy) via a valid measure. Most interventions focused on the functional level of FL, except for two programmes (one scored weak and one scored moderate). In most of the studies, delivery of intervention content was facilitated by teachers ( n 15). Promising interventions were tailored to the needs and interests of students, incorporated into the existing curriculum and facilitated by teachers. The successful intervention strategies led to improvements in functional, partly interactive and critical skills. Future interventions should focus, holistically, on all aspects of FNLIT, especially interactive and critical skills.
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Although previous reviews have examined school-based nutrition interventions in children, most have focused on dietary intake, healthy eating behavior, or general nutrition outcomes rather than nutrition literacy as the primary target.
“Although previous reviews have examined school-based nutrition interventions in children, most have focused on dietary intake, healthy eating behavior, or general nutrition outcomes rather than nutrition literacy as the primary target.”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [40]
Existing reviews have provided limited detail on how these interventions were designed and delivered, including their strategies, activity components, curriculum content, and implementation methods.
“Existing reviews have also provided limited detail on how these interventions were designed and delivered, including their strategies, activity components, curriculum content, and implementation methods.”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [40]
Although the review focused more directly on food and nutrition literacy among school-age students, most included interventions were still centered on functional literacy and were delivered primarily by teachers.
“Although the review focused more directly on food and nutrition literacy among school-age students, most interventions were still centered on functional literacy and were delivered primarily by teachers [40].”
From Effects of school-based nutrition literacy Intervention on obesity prevention in school-age students: a systematic review and meta-analysis (2026) · cites this paper as [40]
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Posri, S., Powwattana, A., Lagampan, S., Chongsuwat, R., Boonmanunt, S. W., & Wongkampun, S. (2026) · BMC Public Health · doi:10.1186/s12889-026-27909-w
“Although the review focused more directly on food and nutrition literacy among school-age students, most interventions were still centered on functional literacy and were delivered primarily by teachers [40].”
- Authors
- Omidvar, N., Doustmohammadian, A., Shakibazadeh, E., Clark, C. C. T., Kasaii, M. S., & Hajigholam-Saryazdi, M.
- Affiliations
- Shahid Beheshti University of Medical Sciences (IR)
- Iran University of Medical Sciences (IR)
- Tehran University of Medical Sciences (IR)
- Coventry University (GB)
- National Nutrition and Food Technology Research Institute (IR)
- Corresponding author
- Doustmohammadian, Azam
- ORCID
- Venue
- British Journal of Nutrition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2022-09-30
- Volume
- 129
- Issue
- 12
- Pages
- 2102-2121
- ISSN
- 0007-1145 (ISSN-L)
- 1475-2662
- OpenAlex
- W4298087800
- Cited by
- 27
- References
- 6
- Citations by year
- 2026: 12 · 2025: 11 · 2024: 3 · 2023: 1
- FWCI
- 0.51
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by-nc-nd
- www.cambridge.org/core/terms (unspecified)
- Locations
- British Journal Of Nutrition (publishedVersion)
- PubMed (publishedVersion)
- Pure (Coventry University) (submittedVersion, cc-by-nc-nd)
- Funders
- University of Cambridge
- Shahid Beheshti University of Medical Sciences
- National Nutrition and Food Technology Research Institute
- Topics
- Health Sciences › Nursing › Nutrition and Dietetics › Nutrition, Health and Food Behavior
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Obesity, Physical Activity, Diet
- Keywords
- food and nutrition literacy, school-based intervention, elementary school students, food literacy, food label literacy, functional skills, interactive skills, critical skills, curriculum integration, food preparation skills, food tasting, gardening, ethnic food, cultural food practices
- MeSH terms
- Child, Female, Food Labeling, Humans, Health Knowledge, Attitudes, Practice, School Health Services, Schools, Health Literacy
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