Teacher perceptions of the school food environment : has the Healthy Active Learning (HAL) initiative made a positive impact? : a thesis presented in partial fulfilment of the requirements of the degree of Master of Science in Nutrition and Dietetics at Massey University, Auckland, New Zealand
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Date
2024
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Massey University
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Abstract
Background: Childhood obesity is a growing concern. Eating patterns are carried through from childhood to adulthood making the school food environment a key setting to influence healthy eating. The 5-year long Healthy Active Learning (HAL) initiative aims to increase wellbeing in primary and intermediate students (5-13 years old) through physical activity and healthy eating. Teachers play a key role in facilitating a healthy school environment and school-based nutrition programmes. However, there is a limited understanding of teachers’ perceptions of the school food environment, and the perceived roles they play in this. This study assessed teachers’ perceptions of the school food environment throughout the HAL initiative. Aim: To assess primary and intermediate schoolteachers’ perceptions on the school food environment over the course of the HAL initiative, specifically from evaluation data collected from 2020/21 and 2022/23. Methods: This mixed methods study used HAL evaluation data from 2020/21 and 2022/23. A survey to assess teachers’ engagement with health topics, perceptions of school food policies, promotion, and provision was sent to primary and intermediate school teachers from participating HAL schools via email using Qualtrics (2020). Survey responses (n = 1728) were analysed using Pearson’s Chi-square and Fisher's exact tests. Qualitative focus groups were undertaken to better understand survey responses and reveal nuanced themes. Teacher focus group transcripts (n = 538) were thematically analysed using NVivo. Results: In both surveys 86% of teachers reported enjoying teaching health (p = 0.96) and ≥84% agreed healthy eating was key to student wellbeing (p = 0.66). Confidence in teaching nutrition decreased from 83% in 2020/21 to 78% in 2022/23 (p = 0.02). Food policies were upheld by ≥60% (p = 0.56) of teachers and ≥56% for external activities (p = 0.76). Schools providing milk and water decreased from 69% in 2020/21 to 58% in 2022/23 (p =<0.001). Most ≤78% teachers agreed healthy food was promoted at their schools (p = 0.22). More than half of schools worked with food providers (68% in 2020/21 to 63% in 2022/23 p = 0.05). Focus groups revealed teachers believed schools are trying to create a healthy school food environment. Concerns were raised about food insecurity in students’ homes and access to unhealthy foods from external food environments. Food promotion from external providers such as Fruit in Schools were highly valued. Teachers expressed a need for professional development in nutrition education as they were not trained for this role. Conclusions: Overall, teachers perceive schools were doing enough to create a healthy school food environment and are engaged with health topics. Some took on the responsibility of nutrition educators if they value nutrition and health. External providers, such as Fruit in Schools, Breakfast Club, and Food for Thought, were valued by teachers and the school community. The school food environment does not operate in a silo and is influenced by the community and home environment. Teachers perceives children’s experience of food security at home impacts the school food environment, through what type of food students bring to school, or impacting their attendance. So, what? Efforts to create a healthy school food environment need to consider the role of teachers and the external influences within the community and home environments. Teachers need more professional development opportunities to feel confident and supported in teaching nutrition topics to students.
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school policy, public health nutrition, food insecurity, school programmes, nutrition education, healthy food promotion