Effect of the Dutch school-based education programme ‘Taste Lessons’ on behavioural determinants of taste acceptance and healthy eating: a quasi-experimental study
Open accessAbstract
Objective: To assess the effect of the Dutch school-based education programme ‘Taste Lessons’ on children’s behavioural determinants towards tasting unfamiliar foods and eating healthy and a variety of foods. Design: In a quasi-experimental study design, data on behavioural determinants were collected at baseline, four weeks and six months after the intervention in both the intervention and control group. Children completed consecutively three questionnaires in which knowledge, awareness, skills, attitude, emotion, subjective norm and intention towards the two target behaviours were assessed. Teachers implemented on average a third of the programme activities. Multilevel regression analyses were conducted to compare individual changes in the determinants in the intervention group with those in the control group, corrected for children’s gender and age. Effect sizes were expressed as Cohen’s d. Setting: Dutch elementary schools. Subjects: Forty-nine classes (1183 children, 9–12 years old) in grades 5–8 of twenty-one elementary schools. Results: The intervention group showed a higher increase in knowledge (d=0·26,P<0·01), which persisted after six months (d=0·23,P<0·05). After four weeks, the intervention group showed a higher increase in number of foods known (d=0·22,P<0·05) and tasted (d=0·21,P<0·05), subjective norm of the teacher (d=0·17,P<0·05) and intention (d=0·16,P<0·05) towards the target behaviours. Conclusions: Partial implementation of Taste Lessons during one school year showed small short-term effects on increasing behavioural determinants in relation to tasting unfamiliar foods and eating healthy and a variety of foods. Full and repeated implementation of Taste Lessons in subsequent years might result in larger effects.
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Sustainability of nutrition literacy gains remains a challenge.
“Sustainability of NL gains remain a challenge; It was found that while short-term effects on knowledge and preferences were promising, most improvements faded without reinforcement beyond three to six months [47, 61].”
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 [61]
The ‘Implications for (sustained) behavioural change’ section says short-term effects on determinants other than knowledge did not persist and suggests more intensive implementation may be needed for sustainable effects. But the Discussion reports that the knowledge gain remained significant six months after the intervention; the paper does not establish that knowledge gains faded or that preferences improved in the short term. (LLM, conf=0.85)
Experimental — accuracy not yet measuredWhile short-term effects on knowledge and preferences were promising, most improvements faded without reinforcement beyond three to six months.
“It was found that while short-term effects on knowledge and preferences were promising, most improvements faded without reinforcement beyond three to six months [47, 61].”
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 [61]
The ‘Implications for (sustained) behavioural change’ section says short-term effects on other determinants did not persist into the new school year, but the effect on knowledge remained significant. The Discussion likewise reports a significant knowledge increase six months after the intervention. The paper proposes more intensive, repeated lessons for sustained effects; it does not establish that a lack of reinforcement caused the decline or show that knowledge faded. (LLM, conf=0.88)
Experimental — accuracy not yet measuredSensory activities, such as repeated tasting, comparing varieties of fruits and vegetables, and discussing flavor, texture, and appearance, were used in included interventions to support acceptance of healthy foods.
“Sensory activities, such as repeated tasting, comparing varieties of fruits and vegetables, and discussing flavor, texture, and appearance, were used to support acceptance of healthy foods [46, 52, 61].”
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 [61]
The Intervention design section describes Taste Lessons activities that include tasting, and Reflection on the results says the programme aimed to encourage children to taste unfamiliar foods to support taste acceptance. Our copy does not say that the intervention compared varieties of fruits and vegetables or discussed their flavor, texture, and appearance; it discusses repeated tasting as a general mechanism, not a specified lesson activity. Page numbers are unavailable in the indexed passages. (LLM, conf=0.86)
Experimental — accuracy not yet measuredCommunication skills and social norms were targeted in included interventions through peer, parent, and teacher involvement.
“Communication skills and social norms were targeted through peer, parent, and teacher involvement [52, 61], while media literacy—though addressed less frequently—focused on interpreting advertisements and understanding environmental impacts of food choices [43, 44].”
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 [61]
The Intervention design section describes teacher-led lessons and some home assignments completed with parents. The Behavioural determinants and Reflection on the results sections assess social norms concerning classmates, parents, and teachers and report short-term effects for teacher and parent norms. The paper does not describe targeting communication skills or involving peers as an intervention component; page numbers are unavailable in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measuredA substantial proportion of included interventions incorporated experiential and skill-based learning, particularly cooking, food preparation, tasting, and sensory activities.
“A substantial proportion of interventions incorporated experiential and skill-based learning, particularly cooking, food preparation, tasting, and sensory activities [45–48, 50, 52, 56, 59–61, 63].”
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 [61]
The meta-analysis included studies reporting results based on nutritional knowledge (10 studies) and nutritional behavior (10 studies).
“Includes studies reporting results based on nutritional knowledge (10 studies) [43, 49, 53–55, 57, 58, 61–63] and nutritional behavior (10 studies) [44, 46, 48, 50, 52, 53, 56, 59, 61, 64], as seen in Fig. 1.”
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 [61]
Meta-regression with a binary country variable (USA vs. other) yielded β ≈ −0.08 (95% CI: −0.47 to 0.31; p ≈ 0.56), indicating that the effects on nutritional behavior did not differ in any straightforward way between US and non-US trials.
“Meta-regression with a binary country variable (USA [50, 52, 56] vs. other [46, 61]) yielded β ≈ −0.08 (95% CI: −0.47 to 0.31; p ≈ 0.56), indicating that the effects on nutritional behavior did not differ in any straightforward way between US and non-US trials.”
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 [61]
Total energy intake did not change.
“However, total energy intake did not change [61].”
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 [61]
The Behavioural determinants and Statistical analyses sections describe measures of knowledge, attitudes, intentions and related determinants, not total energy intake. Searches for “total energy intake” and dietary or caloric intake found no result establishing whether energy intake changed. (LLM, conf=0.75)
Experimental — accuracy not yet measuredSeveral included programs aligned content with national dietary guidelines, the Mediterranean Diet Pyramid, or similar models to reinforce consistency with public health recommendations.
“Several programs aligned content with national dietary guidelines, the Mediterranean Diet Pyramid, or similar models to reinforce consistency with public health recommendations [48, 57, 61].”
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 [61]
The Intervention design section says Taste Lessons was developed by the Netherlands Nutrition Centre and includes lessons on nutrition and health. It does not say the lessons were aligned with national dietary guidelines, the Mediterranean Diet Pyramid, or another dietary model. Searches for those guidelines and models found no passage establishing that alignment; page numbers were not available in our copy. (LLM, conf=0.74)
Experimental — accuracy not yet measured
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Self-citationKogirima, M., Kishida, Y., Okamoto, K., Nagatsuka, M., Kamon, M., Yoshimoto, Y., Ootsuki, A., Ogawa, U., & Yachiku, M. (2021) · The Japanese Journal of Nutrition and Dietetics · doi:10.5264/eiyogakuzashi.79.276
Effectiveness of the ‘Weet wat je eet’ nutrition education programme in Dutch secondary schools
Hoefnagels, F. A., Versteegt, S., Stafleu, A., Huigens, M. C., & Battjes‐Fries, M. C. E. (2024) · Journal of Nutritional Science · doi:10.1017/jns.2024.80
Self-citationTakens, F. E., Indyk, I., Chinapaw, M. J. M., Ujčič-Voortman, J. K., van Nassau, F., & Busch, V. (2024) · Figshare · doi:10.6084/m9.figshare.26722323
Takens, F. E., Indyk, I., Chinapaw, M. J. M., Ujčič-Voortman, J. K., van Nassau, F., & Busch, V. (2024) · Figshare · doi:10.6084/m9.figshare.26722320
- Authors
- Battjes-Fries, M. C., Haveman-Nies, A., Renes, R.-J., Meester, H. J., & van ’t Veer, P.
- Affiliations
- Wageningen University & Research (NL)
- ORCID
- Renes, Reint-Jan
- Venue
- Public Health Nutrition
- Publisher
- Cambridge University Press (CUP)
- Published
- 2014-12-29
- Volume
- 18
- Issue
- 12
- Pages
- 2231-2241
- ISSN
- 1368-9800 (ISSN-L)
- 1475-2727
- PMC
- PMC10271273
- OpenAlex
- W2143107872
- Cited by
- 44
- References
- 43
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 6 · 2023: 3 · 2022: 3 · 2021: 5 · 2020: 7 · 2019: 2 · 2018: 6 · 2017: 3 · 2016: 6 · 2015: 1
- FWCI
- 3.10
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Public Health Nutrition (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Socio-Environmental Systems Modeling (acceptedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- 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
- school-based nutrition education, taste acceptance, healthy eating, dietary diversity, behavioural determinants, theory of planned behavior, children's food knowledge, subjective norms, intention, elementary school students
- MeSH terms
- Child, Child Behavior, Feeding Behavior, Female, Follow-Up Studies, Food Preferences, Humans, Health Knowledge, Attitudes, Practice, Male, Netherlands, Pilot Projects, Surveys and Questionnaires, Schools, Taste, Health Behavior, Taste Perception
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