Research perspective on school-based nutrition education

This review examined the major school-based nutrition education research studies conducted during the decade of the 1980s. General nutrition education studies were based primarily on a knowledge-attitude-behavior approach, while disease reduction/health enhancement studies were behaviorally oriented and generally based on social learning theory. Research designs and methodologies have been greatly improved, compared with previous reviews. A major finding was that most studies involved only 10-15 hours of instruction over a 3-15 week period. These short studies resulted in a positive effect on cognitive outcomes such as nutrition knowledge, diet-related skills, behavioral expectations, and self-efficacy. The effect on attitudes was inconsistent but generally positive. The impact of general nutrition education programs on behavior was minimal. The impact of the more specifically targeted behavioral programs was slightly more positive but still inconsistent. Programs that were several years in duration resulted in changes in dietary intakes and physiological parameters. Teacher preparation increased the time spent on nutrition education. Parent involvement enhanced classroom instruction for younger children, particularly when it was of sufficient intensity and duration. The educational impact of modifying school lunch menus has received little study. Implications for practice and research are discussed.