Nutrition education in Minnesota public schools: Perceptions and practicesof teachers

A random sample of 1890 elementary and secondary teachers in Minnesota publ ic schools was surveyed to determine their perceptions and practices regard ing nutrition education. The survey response rate was 47% (n = 894): Data w ere analyzed using cumulative frequencies and chi-square procedures. Sevent y-nine percent of the teachers taught nutrition; Teachers with previous tra ining in nutrition were more likely to teach nutrition than those without t raining. Teachers who had taken a college course were more likely to teach more than 10 hours of nutrition per year. Other factors related to the amou nt of nutrition education taught included grade level, subject area, and wh ether or not nutrition was taught as a separate subject, integrated into ot her subjects, or both. Less than one-third of teachers collaborated with co mmunity resources to provide nutrition education, while 26% collaborated wi th school food service and 45% tried to involve parents. Barriers to nutrit ion education included lack of time, training, curriculum materials, and ad ministrative support. Recommendations for increasing nutrition education an d collaboration included providing college course work in nutrition for all teachers and providing joint nutrition training programs for teachers and School foodservice staff.