Experts’ views regarding Australian school‐leavers’ knowledge of nutrition and food systems

Sadegholvad, Sanaz; Yeatman, Heather; Parrish, Anne‐Maree; Worsley, Anthony

doi:10.1111/1753-6405.12703

Cited by 12 publications

(13 citation statements)

References 34 publications

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“…Overall, this study explored what experts considered to be essential knowledge areas that would facilitate informed food choice behaviours of young adults. A wide range of topics for food education programs of adolescents was identified as necessary, many of which were consistent with previous reported areas [ 17 , 24 , 26 , 36 , 49 ]. This study also identified other areas that are considered to be important for adolescents’ education programs that have been less reported in previous studies, for example, educating senior adolescents about nutrition requirements during pregnancy and the importance of creating positive attitude about breastfeeding.…”

Section: Discussionsupporting

confidence: 85%

“…Findings of this study also revealed participants’ lack of understanding of information on food packages, which negatively affected the adolescents’ willingness to read food labels [ 36 ]. These findings are consistent with another study related to the Australia that explored Australian food professionals’ views of Australian adolescents’ knowledge of N&FS [ 26 ]. Food professionals in Sadegholvad and colleagues’ study perceived that Australian adolescents, have insufficient knowledge of N&FS issues and knowledge shortage was particularly highlighted in relation to food production processes in conjunction with food ethics [ 26 ].…”

Section: Introductionsupporting

confidence: 92%

“…However, some nutrition researchers have argued that nutrition education programs should not be limited to health-related aspects of food consumption [ 19 , 20 , 21 , 22 , 23 , 24 ]. These educators highlighted the need to educate students [ 19 , 22 , 24 , 25 ], or more broadly consumers, about food systems-related issues [ 21 , 23 , 26 ], covering production, processing, packaging, distribution, retailing, consumption, and wastage of food [ 27 ]. A major reason for this emphasis on the different aspects of food systems is to promote informed food choices that aim to sustain and protect the environment.…”

Section: Introductionmentioning

confidence: 99%

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What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

et al. 2017

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Education can help young people to attain the knowledge and the skills that they need to make proper food choices and develop lifelong healthy eating patterns. This study explored the perspectives of prominent food-related professionals in Australia regarding essential nutrition and food systems (N&FS) education programs for adolescents during formal education. Semi-structured interviews were conducted with 21 prominent food-related professionals in Australia. Interview transcripts were analysed thematically. Four essential areas for N&FS education programs were identified. (1) Key nutrition messages to a healthy lifestyle; (2) Skill development programs to enhance health and wellbeing; (3) Ethical food-related lessons to support environmental sustainability, farm animal welfare, local producers, and food security; and, (4) Introductory lessons about foods from farm to plate to facilitate more informed food choices. Findings of this study may provide new insights for curriculum developers in Australia for further assessment of the current gaps in N&FS components of secondary school curriculum. Integration of these four areas into secondary school curricula has the potential to enhance adolescents’ knowledge of important scientific and ethical issues in a range of N&FS fields, and enable them to develop fundamental food-related life skills that are supportive of health and wellbeing.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

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What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

et al. 2017

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“…This idea has also been raised in previous literature where subjects have proposed that education concerning calcium-rich foods at school or by their parents could possibly enable their consumption to become a habitual practice into adulthood (20,43) . A recent study highlighted key gaps with respect to Nutrition and Food Sciences curriculum in Australian schools, such that it is considered to be insufficient and untranslatable for everyday practices (60) . Future interventions should create an environment where both children and adolescents receive education about calcium and its health-related outcomes.…”

Section: Discussionmentioning

confidence: 99%

The barriers and enablers to achieving adequate calcium intake in young adults: a qualitative study using focus groups

Rouf

Clayton

Allman‐Farinelli

2019

J Human Nutrition Diet

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Background Despite the established benefits of calcium consumption, many young Australians are not meeting the recommendations for calcium intake. This is concerning because an adequate calcium consumption is important throughout young adulthood to reach peak bone mass and for the prevention of osteoporosis. Therefore, the present study aimed to explore the barriers and enablers to consuming calcium‐rich foods with young adults. Methods Using a semi‐structured question guide, five focus group discussions were conducted with 39 participants [mean (SD) age 22.5 (1.8) years]. Participants were mostly females (n = 29) and enrolled in tertiary education (n = 31). A deductive approach was used to group common ideas into themes. The findings from the focus groups were analysed using the COM‐B framework, which examines the interactions between three key components (i.e. capability, opportunity and motivation). Results On examining the young adults' capability to consume a diet adequate in calcium, it was found that young adults had limited knowledge of sources, prevention of disease and recommended amounts. Some participants voiced physical barriers to consumption (lactose intolerance). Opportunity was reported as a physical (availability of calcium‐rich foods), financial and social opportunity. Some participants reported motivation to include dairy as a result of the habit becoming engrained during their childhood under parental influence (automatic motivation), whereas others reflected on a lack of awareness relating to inadequacy and health consequences (reflective motivation). Conclusions Although social media was seen to be an acceptable mode of intervention, concerns were raised about the source and credibility of the information. The findings may inform the development of future interventions targeting eating habits of young adults.

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“…Thus, exploration of different stakeholders’ opinions regarding the importance of school food literacy education, the challenges associated with this form of education, and ways of overcoming these barriers will provide useful insights for these agents (i.e., agencies and personnel) involved in school food literacy curricula and programme development. The authors designed a preliminary model of stakeholder involvement in secondary school food literacy education ( Figure S1 ) that is based on both Australian and overseas literature related to different groups and sectors interested in school food, nutrition, health education, and associated policies [ 1 , 3 , 13 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 ]. It shows that school food literacy education involves many different stakeholders including school personnel, students and their immediate social networks, food system professionals, government agencies, non-government organizations, private sector industries, and media.…”

Section: Introductionmentioning

confidence: 99%

Senior Secondary School Food Literacy Education: Importance, Challenges, and Ways of Improving

2018

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Food literacy education at senior secondary school can provide both immediate and long-term benefits for adolescents. The exploration of multiple stakeholder groups’ opinions regarding the importance, roles, and challenges of school food literacy education, and their suggestions for its improvement, will help the design and execution of future food literacy-related curricula and programmes. This study explored a broad range of Australian and international food, health, and education professionals’ opinions regarding senior secondary school food literacy education through an online survey. One hundred and fifty-five food, health, and education professionals completed this survey between April and October 2017. Overall, the respondents strongly supported the need for food literacy education for senior secondary school students. Their suggestions for improving this form of education included: incorporation of relevant and up-to-date content, the presence of strong practical components, offering food literacy as compulsory subjects or the incorporation of food literacy concepts into compulsory core subjects. Moreover, they proposed the active contribution of both internal and external stakeholders in the planning and delivery of this education to upgrade its quality and relevance. Overall, the findings suggest that a wide range of food, health, and education professionals are highly supportive of senior secondary school food literacy education and their constructive suggestions should be considered in school food literacy education enhancement efforts. Education authorities should seek ways of involving different stakeholders, including food-related professionals, in the design and delivery of food literacy education, and future studies should explore the best mechanisms for such involvement.

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Experts’ views regarding Australian school‐leavers’ knowledge of nutrition and food systems

Cited by 12 publications

References 34 publications

What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

The barriers and enablers to achieving adequate calcium intake in young adults: a qualitative study using focus groups

Senior Secondary School Food Literacy Education: Importance, Challenges, and Ways of Improving

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