Qualitative insight into primary school children’s nutrition literacy
ISSN: 0965-4283
Article publication date: 28 February 2019
Issue publication date: 7 May 2019
Abstract
Purpose
Health literacy is a key international public health goal. Conceptualising health literacy as an asset highlights the importance of fostering a health literate youth for the benefit of future generations, yet research has predominantly focused on examining adults’ and older adolescents’ health literacy. This presents a gap for child-centred studies with younger populations. The purpose of this paper is to report the findings from a qualitative study that explored health literacy, in a nutrition context (i.e. nutrition literacy), from primary school children’s perspectives.
Design/methodology/approach
The study examined children’s experiences in accessing, understanding and interacting with nutrition information. In doing so, the research employed a socio-ecological framework to understand facilitators and barriers that can influence children’s nutrition literacy. Preadolescent boys and girls aged 11–12 years were invited to take part in the study. At the time of recruitment, students were attending one of three state government schools in a socioeconomically disadvantaged region of metropolitan South Australia. A series of focus groups and individual semi-structured interviews were conducted with 38 participants. Interview data were audio-recorded, transcribed verbatim and analysed using thematic techniques.
Findings
Children demonstrated that they accessed and interacted with a variety of sources of nutrition information. Nutrition understandings were derived from the home, school and media environments. Parents and teachers were cited as key influences on children’s interactions with nutrition information and children particularly emphasised the trust placed in their teachers as health “experts.” While the home and school environments emerged as potential settings to develop children’s nutrition literacy skills, the children’s narratives also alluded to potential barriers surrounding nutrition literacy.
Originality/value
This study provides further insight into children’s nutrition literacy. While functional nutrition literacy remains a fundamental starting point, children are interested in opportunities to develop more interactive skills, such as those related to cooking. Opportunities also exist to foster more critical competencies. This research thereby highlights the importance of more integrated strategies to promote nutrition literacy among this population group across multiple settings.
Keywords
Acknowledgements
The authors extend sincere thanks to all of the children who participated in this research. The authors also thank the reviewers for their comments and suggestions.
Citation
Velardo, S. and Drummond, M. (2019), "Qualitative insight into primary school children’s nutrition literacy", Health Education, Vol. 119 No. 2, pp. 98-114. https://doi.org/10.1108/HE-08-2018-0039
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited