Is cooking dead? The state of Home Economics Food and Nutrition education in a Canadian province

Abstract

High population rates of obesity and nutrition‐related chronic diseases warrant an examination of the role of food and nutrition education in health promotion. Using a mixed‐methods approach, this study explored student enrolment trends in, and perceptions of, Home Economics Food and Nutrition education in a Canadian province. Enrolment in Home Economics Food and Nutrition courses for grades 7–12 was examined from 2000 to 2010 using administrative data. Perceptions of Home Economics Food and Nutrition education by home economics teachers and superintendents were investigated through in‐depth interviews using a grounded theory approach. Results revealed that, although enrolment, including boys, increased slightly over the study period, the majority of children do not take Home Economics Food and Nutrition classes. Further, enrolment decreased significantly from grades 7 (45.77%) to 12 (7.61%). Home Economics Food and Nutrition education faces significant challenges to its future viability. These include: many school administrators, non‐home economics teachers and some parents do not value Home Economics Food and Nutrition education; Home Economics Food and Nutrition education is seen as less valuable than math and science for future career planning; outdated curriculum and teaching infrastructure; reduced numbers of new home economics teachers; decreasing student food knowledge and skills; and changing social norms regarding food and eating (increased use of convenience foods across population groups, a youth ‘fast food culture’ and fewer family meals). Results also indicated that Home Economics Food and Nutrition education is seen as critically important for youth, given that one third of Canadian children are now overweight or obese, fast and highly processed foods make up an increasing proportion of Canadians' diets, and there are increasing dilemmas being faced with food production and food safety. These results signal a growing tension between societal trends towards technological solutions in education and everyday living, and the growing acknowledgement of the externalities associated with these trends including poor health and environmental impacts. Consequently, evidence‐based food and nutrition education that is relevant for today's food environment and busy lifestyles is warranted to improve the health of current and future generations. This should be based on a comprehensive food and nutrition framework including functional, interactive and critical ‘food literacy’. Policy measures are urgently required to ensure all youth have access to food literacy education.

Who Cares? The Importance of Emotional Connections with Nature to Ensure Food Security and Wellbeing in Cities

“…But food literacy programs at schools are of paramount importance due to the low levels of food and nutritional knowledge and skills amongst consumers as well as the inadequate family support for adolescents to develop healthier food habits [110]. Food literacy concepts should be started in primary school, and the broader aspects of the food system continued into secondary school, when young people are mentally, emotionally and intellectually able to critically analyse them [110,[124][125][126].…”

Over-confident and under-competent: exploring the importance of food safety education specific to high school students

“…A main identified impetus for education was students' lack of good food handling role models, stemming from lack of knowledge and skill transfer from parents, who may follow unsafe practices, as well as students rarely being involved in meal preparation. Indeed, food skills and nutrition knowledge in young people have diminished in recent years due to decreased food skills home mentoring (Slater, 2013) and lack of exposure to food and food handling, often because of parents taking over and carrying out food work on their own without involving others (Beagan et al, 2008;Larson et al, 2006). Given that food safety knowledge and practices of consumers in general are often inadequate and inconsistent (Milton and Mullan, 2010;Patil et al, 2005), the danger of youth inadvertently learning unsafe practices exists.…”

“…However, an important identified barrier was that, in Ontario, food safety education is only found in elective Food and Nutrition courses (Ontario Ministry of Education, 2013), and thus only reaches a subset of students. Home economic, food, and nutrition courses are essential for developing important life skills, including food preparation and hygiene (Shearer et al, 2014;Slater, 2013), and including cooking skills in curricula is important to prepare individuals to be able to implement healthy food choices (Caraher and Lang, 1999). However, nutrition and home economics classes are becoming less common (ByrdBredbenner et al, 2013), and many young people opt not to enroll in such electives (Yarrow et al, 2009).…”

“…However, nutrition and home economics classes are becoming less common (ByrdBredbenner et al, 2013), and many young people opt not to enroll in such electives (Yarrow et al, 2009). Enrollment appears to decline with age, from 45% of grade seven students, to 7.6% of grade 12 students, and many administrators, non-home economics teachers, and parents do not value such courses (Slater, 2013). Thus, relying on elective curricula to deliver food safety education is likely insufficient.…”

Spatial and Psychosocial Influences on Food Access in Rural Appalachia

“…Learning food management skills as youth may be an important tool to reduce obesity and other chronic diseases (Lichtenstein & Ludwig, 2010;Slater, 2013). Programs outside of schools, sponsored by cooperative extension offices, faith-based groups, and other community organizations may be able to fill gaps in school curricula.…”