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Food literacy interventions in elementary schools: a systematic scoping review
Abstract
BACKGROUND: Childhood is a critical period for developing food‐related skills and knowledge, known as food literacy (FL). Schools may be an important setting for interventions aiming to improve FL in children. This systematic scoping review aimed to characterize food literacy interventions in elementary schools. METHODS: Databases (PubMed, Web of Science, and EBSCO) were searched for FL interventions in elementary schools (students aged 4‐12 years). Studies were assessed according to design, duration, theoretical underpinning, and ascertainment of FL outcome(s). Interventions were assessed according to FL competencies (functional, interactive, and critical). RESULTS: After exclusions, 116 studies were eligible for review, including 105 original interventions. Interventions ranged from 45 minutes to 4 years. Social cognitive theory was the most referenced theory and common interventions included; classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies measured FL outcomes quantitatively (96%, N = 111). All studies addressed functional FL (N = 116), while 77% (N = 89) addressed interactive FL and 28% (N = 32) addressed critical FL. CONCLUSIONS: This first international review of FL programs in elementary schools found great heterogeneity in school‐based FL intervention design and measurement of FL. Few interventions addressed critical FL, which should be a focus for future interventions.
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“Team-sport athletes face additional challenges because training load varies by position, competitive calendar, maturation stage, playing time, and tactical demands, while many food decisions remain controlled by parents, schools, clubs, or canteen availability rather than by the athlete alone (1, 4, 5).”
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“However, broader nutrition education literature shows that behavior change depends not only on information provision but also on intervention duration, theoretical grounding, focused objectives, fidelity, self-monitoring, feedback, and environmental support (4, 5).”
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“This distinction is important in adolescents because knowing what should be eaten does not necessarily mean that the athlete has the autonomy, money, time, cooking skills, family support, or club environment required to translate knowledge into behavior (4–6).”
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“It is not sufficient because diet and hydration behaviors are embedded in social, economic, developmental, and sport-specific environments (1, 4, 5, 46, 47).”
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Low Health Literacy and Health Outcomes: An Updated Systematic Review
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Cited by
Omidvar, N., Doustmohammadian, A., Shakibazadeh, E., Clark, C. C. T., Kasaii, M. S., & Hajigholam-Saryazdi, M. (2023) · British Journal of Nutrition · doi:10.1017/s0007114522002811 · Cited by 27
Kempler, J. V., Margerison, C., Nanayakkara, J., & Booth, A. (2024) · Archives of Public Health · doi:10.1186/s13690-024-01449-4 · Cited by 8
Victoria-Montesinos, D., García-Muñoz, A. M., Mercader-Ros, M. T., Jaraba-Salinero, Y., & Figueroa-Morales, F. (2026) · Frontiers in Nutrition · doi:10.3389/fnut.2026.1939289 · Cited by 1
Metadata
- Authors
- Kelly, R. K., & Nash, R.
- Affiliations
- Academic associate, Medical officer, DPhil candidate, (rebecca.kelly@utas.edu.au), Menzies Institute for Medical Research University of Tasmania Hobart Tasmania Australia
- Lecturer in Public Health, Pharmacist, (Rose.McShane@utas.edu.au), Menzies Institute for Medical Research University of Tasmania Hobart Tasmania Australia
- Venue
- Journal of School Health
- Publisher
- Wiley
- Published
- 2021-06-16
- Volume
- 91
- Issue
- 8
- Pages
- 660-669
- ISSN
- 0022-4391
- 1746-1561
- Cited by
- 38
- References
- 7
- Language
- en
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