Nutrition knowledge and lunchtime eating habits of secondary school children in Lothian

A total of 103 secondary school children attending five schools managed by Lothian Regional Council were surveyed to establish nutrition knowledge, attitudes and beliefs about healthy eating and their patterns of food consumption at lunchtime on schooldays. The results indicate that nutrition knowledge was surprisingly good and the children surveyed were proficient at identifying foods that were high in fibre and low in sugar, salt and fat. When questioned about their liking for foods, however, many identified foods that were characteristically high in fat, sugar and salt, and low in fibre. Examination of the dietary diaries kept at lunchtime confirmed that consumption of these types of foods was typically high, with very low consumption of fruit and vegetables being reported and high intakes of carbonated drinks, confectionery and chocolate. This conflict between nutrition knowledge and food choice patterns is discussed in the light of the probable future effects on health and the implications for health educators.     

Healthy and tasty school snacks: suggestions from Brazilian children consumers

Children do not choose what to eat based on health issues alone, and the high availability of non‐nutritious food in the environment can be a barrier to the consumption of healthy foods. Brazilian children are consuming processed, savoury, rich in fat, sodium and refined carbohydrates rather than more nutrient‐dense foods. Foods offered in public school meals and those sold in private school canteens in Brazil are subject to regulation, but not the snacks brought from home. This study identified the suggestions of public and private school students about the characteristics that a snack should present in order to be considered both healthy and palatable. A qualitative exploratory study using focus groups was conducted with 128 primary school students aged 7–10 years old. Interviews were transcribed and content analysis was conducted, generating three categories: (1) foods actually consumed during snack breaks; (2) examples of foods considered healthy and/or tasty for consumption during snack breaks; and (3) desired characteristics of a healthy and tasty snack. Foods of high energy density and low nutritional value were mentioned as the most consumed snacks, usually brought from home or purchased within/near the schools. Consumption of meals offered by the National School Meal Program was reported by only one‐third of the public school students. Fruits, natural juices and vegetables were considered healthy foods; sweet‐tasting preparations containing fruits were considered tasty; while fruits and natural fruit juices were considered both healthy and tasty. Sweet‐tasting preparations containing fruits were mentioned as examples of snacks with the desired healthy/tasty characteristics. The disparity between what was actually consumed and what was reported as ideal leads us to question the availability in retail stores of healthy yet palatable foods that meet this population's desires.     

The role of parental influence and additional factors in the determination of food choices for pre‐school children

Every pre‐school child requires an adult to purchase and provide a variety of foods, to help ensure a balanced selection is included in the diet to avoid any nutritional deficiencies. Children under 5 years have a greater demand for nutrients and energy to support the body's requirements for growth and development than at any other time throughout their life cycle. The paper critically reviews the main factors that influence food choices made by parents on behalf of their pre‐school child. Dietary deficiencies in inner city areas remain a challenge for the government, educators and health professionals. A particular concern is iron deficiency as the prevalence of anaemia is common especially in British pre‐school children from various family backgrounds. Poor parenting skills often exacerbate the problem, especially the early introduction of pasteurized cow's milk, poor weaning practices and lack of dietary knowledge. Therefore, improving education and understanding about the importance of iron could potentially improve dietary iron intake. Phase 1 of the study was completed in West Bridgford area of Nottingham in the UK. This part of the study aimed to determine parental knowledge with regards to the feeding of their pre‐school child. A questionnaire and a 3‐day diet history method were employed. These methods enabled the diet adequacy of the pre‐schoolers to be analysed by NetWISP software. This study highlighted that iron deficiency remains a cause for concern and should be further addressed. The Sure Start programme is a possible means of education as it has the potential to access parents from all socio‐economic classes. The programme can support and empower parents to become healthier consumers. Good dietary habits, established early in life, contributes to a positive start, and can be advantageous to individuals throughout their lifetime. Such long‐term changes will help contribute to a healthier nation that the government envisages for the future.     

Do Target Groups Appreciate Being Targeted? An Exploration of Healthy Eating Policy Acceptance

The impact of healthy eating policies falls behind policy maker’s expectations. Better targeting and stakeholder support should improve their effectiveness. The research aims to identify whether a target group (the group impacted by the policy measure) is characterised by higher acceptance levels or not. Acceptance among citizens from the target was compared to a matching non-target group, based on data from an online survey on citizens’ support of healthy eating policies conducted among 3003 adult respondents from five European countries (Belgium, Denmark, Italy, Poland, UK). The policies explored were bans of advertising to children or school vending machines, school meal regulations, education campaigns at schools and workplaces, menu nutrition information and food labelling, price subsidies for healthy food, and accessibility measures for the elderly. It was found that target groups showed more support than others for four policies: parents were more supportive of vending machine bans in schools and workers eating out at lunch of education campaigns at workplaces, food labelling was more supported by those considering nutrition content in food purchase, and price subsidies for healthy food more supported by respondents in financial difficulties. However, parents were less supportive of school education campaigns, and the pattern of support through the target group differed by country. It is concluded that members of the target group tend to, but are not per se especially supportive of healthy eating policy measures concerning themselves or their children, and there are great country differences. Acceptance of policies should be surveyed per target group and country in advance of implementation. In the case of lack in acceptance, further exploration of the barriers should be conducted so that the benefit of the policy can be more effectively communicated, assuming that this increases stakeholder cooperation and favourable peer influence.     

Secondary school tuck shop options and student choices: A cross‐sectional survey

Obesity in children is rapidly becoming a major public health problem in Hong Kong; the prevalence of overweight in children increased from 16.2% to 22.2% between 1998 and 2008. Healthy eating programs and policies exist, but only for primary schools, and students’ eating habits change when they are exposed to the new environment in secondary schools. Therefore, this study examined the relationship between available food in secondary school tuck shops and students’ purchasing preferences. A cross‐sectional survey was conducted from mid‐March to mid‐April 2016 across six secondary schools, using a questionnaire to measure students’ healthy eating knowledge and eating habits and a checklist to explore food options in each school's tuck shop. Linear regression was used to explore the relationship between eating knowledge and eating habits and logistic regression to explore the relationship between available foods at the tuck shops and the children's purchasing preferences. A total of 374 junior secondary students participated in the survey. A weak, positive correlation was found between healthy eating knowledge and healthy eating habits. No association was found between available food at tuck shops and children's purchasing preferences. The results reveal a definite knowledge‐attitude gap where healthy eating is concerned. Despite there being no significant association between the food offerings in tuck shops and students’ measured purchasing preferences (p > .05), 81% of the students stated that they would choose healthy food if offered, illustrating the urgent need to assess the variety and nutritional quality of foods available in secondary school tuck shops.     

Knowledge of iron nutrition by university students in Japan,Korea, Thailand and Indonesia

Current advances in iron nutrition are remarkable. This study was carried out to determine the level of knowledge among the university and college students in Japan, Korea, Thailand and Indonesia. Although about 90% of the students participating in the study knew that iron deficiency causes anaemia, they have poor overall knowledge about iron nutrition. More Korean students believed that milk and its products are a good source of iron and the promoter for its absorption. This may be attributed to misunderstandings engendered by the mass media. Iron nutrition education in home economics classes at primary and junior high schools is important, and home economics teachers in South-east Asia must emphasize this importance.     

Relationship between the curriculum system and the understanding of nutritional terms in elementary school children

To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8–12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons.     

Pre‐school staffs’ attitudes toward foods in relation to the pedagogic meal

The aim of this study, with the pedagogic meal in focus, was to identify pre‐school staff members’ attitudes to the role of food and meals as part of daily activities at pre‐school. Interviews were carried out at 12 pre‐schools and a total of 34 pre‐school staff participated. The staff revealed strong opinions as well as ambivalence towards how food and meals should best be integrated into their daily work and pedagogic activities. The pre‐school staffs’ lack of or insufficient education and knowledge regarding food and nutrition resulted in an ambivalent and uncertain situation with respect to how they should see themselves as teachers in the meal situation. Nevertheless, most of the staff had a clear perception of what it meant to practice a pedagogic meal. It meant helping and encouraging the children to help themselves and serving as an adult model for the children at table, though this pedagogic activity was uncommon. While the staff were satisfied with the pre‐schools’ role of catering for the children, they expressed concern about or even mistrust towards the children's parents. Despite, or perhaps due to, their inadequate knowledge about food and nutrition and the lack of specific aims for the pedagogic meal, they assumed that the public sector was a better educational institution regarding foods and a better guarantor for children's food habits and dietary intake. As the teachers’ identities have changed over the past years they have not yet found a solid ground for determining how food and meals could be integrated into their everyday work as pre‐school teachers and childminders.     

Sources of family income and expenditure on children's private,after‐school education in Korea

This paper examines the relationship between sources of family income and household expenditure on private, after‐school education for children in secondary schools in Korea in the context of educational ‘credentialism’, which values evidence of college education highly. Data from a survey of 514 parents of secondary school students are used. Estimated ordinary least squares coefficients indicate that the wife's income, but not the husband's, was positively associated with the amount of spending on children's education at private, after‐school programmes. This finding suggests that some married women with children in Korea seek employment in order to earn the money needed for their children's private, after‐school education.     

The attitudes and nutritional knowledge of 11–12 years olds in Merseyside and Northern Ireland

School is a major area for providing young people with nutritional knowledge and skills. In Northern Ireland home economics is taught to 11–12 years olds (CCEA,1998). The 1988 Education Reform Act introduced the national curriculum and home economics as a subject was effectively abolished in English schools. Key stage 3 pupils in England are taught nutrition in Science, Design and Technology and in the cross curricular theme of health education (SCAA, 1996). The aim of the study was to compare the attitudes and nutritional knowledge of children in Merseyside, England (M) and Northern Ireland (NI). A questionnaire was designed, which examined attitudes to aspects of healthy eating and tested the subject's knowledge, practical and theoretical, on nutrition and healthy eating. Subjects aged 11–12 years were recruited (M:541, NI:128). The results indicate that the healthy food message seems to have been better learnt by children in Merseyside but results of surveys in Merseyside into eating habits suggest that many have not put this knowledge into practice.     

Comparison of attitudes towards school lunch by elementary school children in Japan,Korea and Thailand

The attitudes of elementary school children towards school lunch among three Asian countries, namely Japan, Korea and Thailand, were compared. More school children in Japan felt that their teachers gave them advice during the school lunch programme. Japanese and Korean teachers advised their children to eat as much as possible of the lunch. Korean children may be a little more obedient with regard to heeding the advice. However, few teachers in Thailand gave the children advice over eating lunch, and the Thai children looked forward to and enjoyed the school lunch. The different responses between Thailand and other two countries may be attributed in part to the differences in the teachers' instruction in the programme. Elementary school teachers, especially in Thailand and Korea, have to take more classes in food and nutrition in universities or colleges, and positively take part in the school lunch programme.     

The attitudes and nutritional knowledge of 11‐ to 12‐year‐olds in Merseyside and Northern Ireland

School is a major area for providing young people with nutritional knowledge and skills. In Northern Ireland home economics (HE) is taught to 11‐ to 12‐year‐olds. The 1988 Education Reform Act introduced the national curriculum and HE as a subject was effectively abolished in English schools, and key stage 3 pupils in England are taught nutrition in Science, Design and Technology and in the cross curricular theme of health education. The aim of the study was to compare the attitudes and nutritional knowledge of children in Merseyside, England (M) and Northern Ireland (NI). A questionnaire was designed, which examined attitudes to aspects of healthy eating and tested the subject's knowledge, practical and theoretical, on nutrition and healthy eating. Subjects aged 11–12 years were recruited (M: 541, NI: 128). The majority ‘understood and knew what to eat to have a healthy diet’, ‘liked the taste of healthy food’ and considered that ‘there were healthy foods at home’. However, a significantly greater number in Merseyside agreed that ‘their health will be affected in the future by what they eat now’ (M: 71%, NI: 54%, P < 0.01) and agreed that ‘they enjoyed cooking’ (M: 76%, NI: 56%, P < 0.01). Whereas more from Northern Ireland agreed that ‘they do not know what foods to eat to have a healthy diet’ (M: 14%, NI: 30%, P < 0.01), ‘that healthy eating involved “dieting” ’ (M: 29%, NI: 59%, P < 0.01) and agreed that ‘there are no healthy food choices at school’ (M: 23% NI: 42%, P < 0.01). More subjects from Merseyside disagreed that ‘healthy eating is a waste of time’ (M: 87%, NI: 77%, P < 0.01). The mean knowledge scores (correct answers) from Merseyside were significantly greater than from Northern Ireland (total score: M: 51%, NI: 43%P < 0.05; practical score: M: 58%, NI: 49%P < 0.05, theory score: M: 38%, NI: 31%, P < 0.05). The results indicate that the healthy food message seems to have been better learnt by children in Merseyside but results of surveys in Merseyside into eating habits suggest that many have not put this knowledge into practice.     

Hong Kong parents' perceptions of the transference of food preparation skills

Food preparation skills among young adults are associated with healthy food choices, better diets and a greater likelihood of an independent, healthy adult life. This study conducted in Hong Kong aimed to investigate parents' perceptions of cooking skills; to explore the transference of cooking skills in the home setting; to identify parents' expectations regarding the transference of cooking skills; and to inform the development of educational initiatives for developing healthy eating habits. A questionnaire survey was conducted to collect information of the subjects' cooking experience, attitudes about cooking skills, cooking habits at home, family meal habits, transference of cooking culture in the family and the factors influencing the choice of ingredients and cooking. It was administered to 1009 Hong Kong parents (of students aged between 11 and 18, studying in 15 secondary schools). The collected data were analysed using the Statistical Package for the Social Sciences (version 12.0, SPSS, Inc., Chicago, IL, USA) and cross‐tabulation analyses were used to compare the responses of the parents by gender, employment status and income. The results show that parents valued cooking as important life skills for both boys and girls. Parents generally perceived their cooking skills either good (41.9%) or mediocre (54.5%), yet children are rarely taught these skills in the home. Family meals prepared primarily with fresh ingredients are still an important part of the daily routine, and mothers are dominating the roles in food choice decision, cooking and buying the ingredients for family meals. Mothers and schools are expected to be the major channel to teach children cooking skills. Findings suggest that parents are well‐disposed towards providing food and nutrition education at home, but need more support (50% reported that home should be a primary support for learning cooking skills; 36% indicated that the school should have a responsibility to teach children to cook starting in elementary school). Schools may do well to collaborate with families in food literacy education initiatives. Developing individuals' cooking skills paves the way for long‐term health benefits and the well‐being of the local population.     

Parental work status and children's dietary consumption: Australian evidence

This study investigated associations between parents' work status and the dietary consumption patterns of Australian children, and whether such associations vary by parental education and usage of nonparental childcare. Data from the longitudinal study of Australian children at two waves from ages 2–3 years (n = 4601) to 4–5 years (n = 4381) were analysed. Logistic regression models were used to calculate odds ratios of children consuming (≥1 times/day) fruit and vegetables (FV), high fat foods (HFF), high sugar drinks (HSD), as well as evaluating the incidence of breakfast consumption. This was analysed against the employment status of parents including full‐time, part‐time and unemployed. Children of part‐time employed mothers were more likely to consume breakfast, and less likely to consume HSD compared with children of full‐time employed mothers. Children of part‐time employed fathers were less likely to consume FV and breakfast, and more likely to consume HSD compared with children of full‐time employed fathers. Children of nonemployed mothers were more likely to consume HFF, whilst those of nonemployed fathers were more likely to consume HSD and less likely to consume breakfast compared with other children. Amongst less‐educated parents, children of unemployed and part‐time employed parents were more likely to consume HFF and HSD and less likely to consume FV and breakfast compared with children of full‐time employed parents. Amongst highly educated parents, children of unemployed and part‐time employed mothers were less likely to consume HSD compared with children of full‐time employed mothers. Children of part‐time employed mothers who used family day care, day care centres and grandparent care were less likely to consume HSD and more likely to consume breakfast compared with children of full‐time employed mothers. Children of part‐time employed fathers and unemployed parents who used day care centres and grandparent care were less likely to consume FV and more likely to consume HFF compared with children of full‐time employed parents. Future studies should pursue a better understanding of the mechanisms for the adverse effects of parental work status on dietary consumption to develop and enhance specific interventions targeting these groups.     

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

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.     

Children's understanding of food and meals in the foodscape at school

Children come into contact with food in different places and contexts, i.e. ‘foodscapes’. The aim of the paper was to study what knowledge children construct regarding food and meals in the foodscape at school and how they do so, focusing on the school meal context. Observations, interviews and focus group interviews were used. The children appropriated ideas and understandings from the adult world and society as a whole and used it among their peers in the school meal situation. This included the adoption of institutional commensality, the telling of stories about food, and the classification of foods in dichotomies.     

Young child feeding practices and child nutritional status in rural Ghana

A study was conducted in the Manya Krobo district of Ghana with the objective of studying young child feeding practices and child nutrition situation in the area. The study was a cross‐sectional survey involving 400 mothers with young children between 0 and 18 months. A combination of methods, including structured interviews using questionnaire, dietary assessment and anthropometry, was used to collect data for the study. The data obtained were analysed using spss version 10 in Windows. Means and standard deviations were generated for continuous variables and frequency distribution for categorical variables. The results revealed that although breastfeeding rates were high (97%), complementary feeding practices were less than ideal with as many as 14% of the children being introduced to complementary foods below the age of 3 months. The nutritional quality of complementary foods were poor and the prevalence of stunting among the children was high (20%). For adequate complementary feeding and improved child nutrition in this population, nutrition education intervention programmes aimed at improving nutrient intake among young children, through improved diet diversity and increased use of local foods rich in iron and other nutrients, need to be undertaken.     

农村地区留守儿童学校教育的现状与思考

农村留守儿童是在城乡二元体系松动过程中产生的一群“制度性孤儿”,是社会转型期的一个新生弱势群体.农村留守儿童在学校教育中面临的学习、心理等问题,与父母外出、亲情缺失有密切的关联.因此,在大力倡导社会各界关注农村留守儿童的前提下,应转变学校办学理念,充分拓展学校职能,赋予学校更多的家庭教育儿童、养育儿童的功能,以探索新的农村地区留守儿童学校教育的发展方向.     

Consumers' Use of Nutritional Labels While Food Shopping and At Home

This study examines the impact of sociodemographic and nutrition/health related factors on consumers' use of nutritional labels while food shopping, at home, and when comparing nutrients for different brands of the same foods. The results generally suggest that unemployed individuals and those who place greater importance on nutrition while shopping and following the dietary guidelines are more likely to use nutritional labels while shopping, at home, or when comparing brands. Findings also indicate that education has a positive impact on the likelihood of using labels at home. The amount of time a consumer spends on shopping, primary source of nutritional information, special diet status, and consumer's perception of the importance of price and taste when shopping are also significant factors.