Key Components for Effective K-12 Food and Nutrition Education: An Umbrella Review and Resulting Theoretical Framework

Background

A vast body of research documents the need for School-Based Food and Nutrition Education (SBFNE) to help combat the poor dietary habits of K-12 students. This study aims to consolidate that research via an umbrella review to identify SBFNE components that lead to positive dietary behavior change and then use these findings to develop a theoretical framework that can be used to develop and evaluate SBFNE.

Objective

The purpose of this umbrella review is to systematically identify, integrate, and evaluate educational and programmatic components that promote positive dietary behavior changes among K-12 students, then use the results to create a theoretical framework to bridge the gap between evidence-based research and practical implementation.

Study Design, Settings, Participants

This study uses an umbrella review approach to integrate findings from literature reviews primarily conducted in K-12 educational settings. The methodology included a systematic search, selection, and evaluation of existing reviews to identify successful components and then incorporate these components into a comprehensive theoretical framework.

Measurable Outcome/Analysis

Identify consistent findings across literature reviews, pinpoint the gaps, and then combine these findings into a practical, theoretical framework.

Results

Findings reveal 20 key components essential for effective SBFNE, including cultural inclusivity, interventions tailored to student's economic status, and community involvement. These components are integrated into the socioecological model because this multi-level structured framework addresses the myriad influences on health behaviors.

Conclusions

Effective SBFNE programs require a multi-dimensional, whole-child approach beyond traditional teaching methods. Using evidence-based tools, such as the socioecological model, to integrate educational components and consider a child's environmental, cultural, and social contexts increases the likelihood that an intervention will lead to dietary behavior change. The research underscores the need for educators and policymakers to adopt a holistic approach to SBFNE, ensuring that programs bridge the gap between evidence-based research and practical implementation in K-12 SBFNE to enhance the effectiveness of school-based programs and equip students with the knowledge and skills for informed, health-promoting dietary choices.

Funding

The Laurie M Tisch Center for Food, Education & Policy