Food Literacy at Secondary Schools in Australia
Author(s)
Ronto, Rimante
Ball, Lauren
Pendergast, Donna
Harris, Neil D
Year published
2016
Metadata
Show full item recordAbstract
BACKGROUND: Food literacy can encourage adolescents to develop healthy dietary patterns. This study examined home
economics teachers’ (HET) perspectives of the importance, curriculum, self-efficacy, and food environments regarding food
literacy in secondary schools in Australia.
METHODS: A 20-item cross-sectional survey was completed by 205 HETs. The survey focused on the importance of aspects of
food literacy, HETs’ self-efficacy, and attitudes toward food literacy and schools’ food environments. Data were analyzed
descriptively, and associations between participants’ demographic characteristics and perceptions were ...
View more >BACKGROUND: Food literacy can encourage adolescents to develop healthy dietary patterns. This study examined home economics teachers’ (HET) perspectives of the importance, curriculum, self-efficacy, and food environments regarding food literacy in secondary schools in Australia. METHODS: A 20-item cross-sectional survey was completed by 205 HETs. The survey focused on the importance of aspects of food literacy, HETs’ self-efficacy, and attitudes toward food literacy and schools’ food environments. Data were analyzed descriptively, and associations between participants’ demographic characteristics and perceptions were investigated by chi-square analyses. RESULTS: HETs rated aspects of food literacy including preparing and cooking food, knowing about healthy foods and food safety and hygiene practices as very important. They indicated animal welfare, where food comes from, and plan and manage time for food shopping to be the least important aspects of food literacy. HETs reported that students’ involvement in food literacy activities resulted in healthier diets and improved food practices, but the schools’ food environments are not comprehensively supportive of food literacy. CONCLUSIONS: HETs report that food literacy is very important for adolescents to learn. The focus is more on microaspects in comparison to macroaspects of food literacy. Schools’ food environments are ideally positioned to shape dietary intake of adolescents but their potential is not being realized.
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View more >BACKGROUND: Food literacy can encourage adolescents to develop healthy dietary patterns. This study examined home economics teachers’ (HET) perspectives of the importance, curriculum, self-efficacy, and food environments regarding food literacy in secondary schools in Australia. METHODS: A 20-item cross-sectional survey was completed by 205 HETs. The survey focused on the importance of aspects of food literacy, HETs’ self-efficacy, and attitudes toward food literacy and schools’ food environments. Data were analyzed descriptively, and associations between participants’ demographic characteristics and perceptions were investigated by chi-square analyses. RESULTS: HETs rated aspects of food literacy including preparing and cooking food, knowing about healthy foods and food safety and hygiene practices as very important. They indicated animal welfare, where food comes from, and plan and manage time for food shopping to be the least important aspects of food literacy. HETs reported that students’ involvement in food literacy activities resulted in healthier diets and improved food practices, but the schools’ food environments are not comprehensively supportive of food literacy. CONCLUSIONS: HETs report that food literacy is very important for adolescents to learn. The focus is more on microaspects in comparison to macroaspects of food literacy. Schools’ food environments are ideally positioned to shape dietary intake of adolescents but their potential is not being realized.
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Journal Title
Journal of School Health
Volume
86
Issue
11
Subject
Curriculum and pedagogy
Public health nutrition
Teacher and student wellbeing