School-based nutrition education: features and challenges for success

Purpose School-based nutrition education (NE) possesses the capacity to influence learners’ nutrition behaviours. This review aimed at critically assessing published articles on school-based NE intervention in order to identify factors hindering or contributing to the success of interventions. Design/methodology/approach An electronic search of articles was conducted in Medline, PubMed, CINAHL databases, Google and snow-balling. Included in the review were Schoolbased studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings – Thirty nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories especially the social cognitive theory (SCT) and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed. Originality/value Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.