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1 – 10 of 13Gozde Aydin, Claire Margerison, Anthony Worsley and Alison Booth
This paper examines the views of Australian primary school parents regarding the food and nutrition education (FNE) curriculum. Associations with personal values (Universalism and…
Abstract
Purpose
This paper examines the views of Australian primary school parents regarding the food and nutrition education (FNE) curriculum. Associations with personal values (Universalism and Hedonism) and demographic measures were also explored.
Design/methodology/approach
An online survey was conducted among 787 parents in March 2021. Parents rated the importance of 17 FNE topics. They were also asked about their support for six curriculum improvements and to state their own improvement suggestions.
Findings
Parents viewed the “Effect of food on health” and “Food hygiene” as the most important topics. Three FNE components were derived: (1) food safety and preparation, (2) health and nutrition information, (3) food origins and environmental sustainability. The “Food safety and preparation” component score was associated with both universalism-nature and hedonism values but negatively associated with parental education. The “Health and nutrition information” component score was associated with universalism-nature value and main language spoken at home. Lastly, the “Food origins and environmental sustainability” component score was associated with universalism-nature value. The two personal values, universalism-nature and hedonism, were more strongly associated with parents' views of curriculum topics than parental demographic characteristics. Parents had several criticisms of current FNE, including school food environments not resonating with FNE taught in the classroom and that FNE might increase the risk of eating disorders. They also suggested that the FNE curriculum should support both parents and teachers by providing relevant resources and training.
Originality/value
Australian parents' views of the importance of FNE topics and how to improve FNE in primary schools have been under-examined.
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Janandani Nanayakkara, Gozde Aydin, Alison O. Booth, Anthony Worsley and Claire Margerison
This study aims to examine Victorian primary school parents’ perspectives about a potential school-provided lunch program (LP).
Abstract
Purpose
This study aims to examine Victorian primary school parents’ perspectives about a potential school-provided lunch program (LP).
Design/methodology/approach
An online cross-sectional survey was conducted in Victoria, Australia, in 2022 to explore parents’ perceptions regarding the lunch menu, funding source, amount willing to pay, frequency of meals and special dietary needs of a school-provided LP.
Findings
Over half of parents (57% out of 359) said they would allow their child to participate in a school LP, 34% were unsure and only 9% said they would not. The opportunity for hot cooked lunches at school and the perceived convenience for parents were the top two reasons for favouring such a program. Fifty-eight percent were in favour of hybrid-type funding from both the government and parents. The most preferred amount to pay per meal was AUD5-6 (43%), followed by AUD3-4 (25%). Parents expected meals to be healthy and made from whole food and cater to the special dietary and cultural needs of their children. They also expected enough time to be allocated so children could eat and enjoy the meals.
Originality/value
To the best of the authors’ knowledge, this is the first study to explore Victorian parents’ perceptions regarding the above aspects of a school-provided LP. The findings suggest that parents are receptive to a school-provided LP; they, however, did have several expectations regarding the menu and time for eating. These findings provide important directions for designing future school-provided LPs at primary schools in Australia.
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Janandani Nanayakkara, Alison O. Booth, Anthony Worsley and Claire Margerison
This study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary…
Abstract
Purpose
This study aims to gain an understanding from parents and teachers about the types of food provision practices and venues, and the food-related policies and rules in primary schools in Australia; and investigate any differences in the presence of policies and rules based on the school location and school type.
Design/methodology/approach
Data were collected via two online surveys from August 2019 to March 2020. Descriptive statistics were employed to analyse quantitative responses. Respondents' written responses to food-related policies were categorised into groups.
Findings
The two most common food provision services were canteen and lunch order services (mentioned by 72 and 55% of respondents, respectively). Of the 425 respondents whose schools had a canteen (parents and teachers together), 62% reported their school implements a healthy school canteen policy. Significantly more parents compared to teachers, and more respondents from government schools compared to non-government schools stated that their school had implemented such a policy. Approximately half of the respondents (47%) stated their school had implemented other food-related policies and/or rules. These policies or rules belonged to four categories: avoiding certain foods, avoiding food sharing, avoiding food packages and promoting healthy eating.
Originality/value
This study shows the disparities exist in implementing food-related policies among primary schools in Australia. Nutrition promoters and policy planners should consider these results and find the best mechanisms to minimise the gaps in policy implementation.
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Janandani Nanayakkara, Claire Margerison and Anthony Worsley
The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of…
Abstract
Purpose
The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia.
Design/methodology/approach
A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique.
Findings
Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics.
Practical implications
A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries.
Originality/value
The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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Janandani Nanayakkara, Gail Boddy, Gozde Aydin, Krupa Thammaiah Kombanda, Christel Larsson, Anthony Worsley, Claire Margerison and Alison O. Booth
During the COVID-19 pandemic people worldwide in the same household spent more time together and school children engaged in remote learning throughout extended lockdowns and…
Abstract
Purpose
During the COVID-19 pandemic people worldwide in the same household spent more time together and school children engaged in remote learning throughout extended lockdowns and restrictions. The present study aimed to explore parents' perceptions of their involvement and enjoyment in food-related interactions with their children during coronavirus disease 2019 (COVID-19)-associated lockdowns/restrictions and changes in their children's food intake, especially children's lunches during the remote learning period.
Design/methodology/approach
Data from parents (n = 136) were collected via an online survey in 2020. Parents' responses to closed-ended questions were analysed via descriptive statistics and open-ended responses were analysed thematically.
Findings
Most parents (62%) reported that they interacted more with their school-aged (5–17 years) children about food during COVID-19 compared to pre-pandemic times. These interactions included cooking, menu planning, eating, conversations around food, and gardening. Most parents (74%) prepared meals with their children during the pandemic and most of them (89%) reported that they enjoyed it. Most parents (n = 91 out of 121) perceived that their children's lunches during remote learning were different to when attending school in person and these changes included eating hot and home-cooked food and more elaborate meals.
Originality/value
This study sheds important insights into a sample of Australian parents' food-related interactions with their school-aged children during the COVID-19 pandemic and associated lockdowns and parents' observations and perceptions of changes in the children's food intake during the remote learning period.
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Janandani Nanayakkara, Melissa Burton, Claire Margerison and Anthony Worsley
Secondary school food education provides students with opportunities to build lifelong healthy dietary practices. A number of stakeholder groups are important for the success of…
Abstract
Purpose
Secondary school food education provides students with opportunities to build lifelong healthy dietary practices. A number of stakeholder groups are important for the success of this form of education. Accordingly, the purpose of this paper is to examine young adults’ and parents’ opinions of secondary school food education.
Design/methodology/approach
An online survey was administered to 1,086 respondents drawn from a commercial research panel.
Findings
In total, 50-60 per cent of all respondents agreed that food education should be compulsory for years seven to ten and 31-32 per cent of respondents agreed that it should be compulsory for years 11 and 12. Almost 69 per cent suggested one to three hours per week for food education. More than 75 per cent of respondents agreed that there should be a non-compulsory food and nutrition subject for year 11 and 12 students and believed that this subject would help students to develop their food-related knowledge and skills.
Practical implications
There is a gap between parents’ and young adults’ views of school food education and what is actually practiced in Australian secondary schools. Obtaining their opinions in future food-related education and policy reforms could help design and deliver food education to better meet the expectations of its recipients: students and their families.
Originality/value
The examination of large number of young adults’ and parents’ opinions of school food education makes this study unique.
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Janandani Nanayakkara, Claire Margerison and Anthony Worsley
Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined…
Abstract
Purpose
Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia.
Design/methodology/approach
A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique.
Findings
The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum.
Practical implications
These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation.
Originality/value
These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Gozde Aydin, Alison Booth, Claire Margerison and Anthony Worsley
Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy…
Abstract
Purpose
Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.
Design/methodology/approach
In total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.
Findings
Most parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.
Practical implications
These results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.
Originality/value
Australian parents' views of FNE in primary schools have been under examined.
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Janandani Nanayakkara, Claire Margerison and Anthony Worsley
Teachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities…
Abstract
Purpose
Teachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.
Design/methodology/approach
Teachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.
Findings
Overall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.
Originality/value
The exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
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Gozde Aydin, Claire Margerison, Anthony Worsley and Alison Booth
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary…
Abstract
Purpose
Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy.
Design/methodology/approach
An online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions.
Findings
The results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents’ views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children.
Practical implications
The findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere.
Originality/value
This is the first study that has examined Australian parents’ views of school food policy, practices and environments using a mixed-methods design.
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