Context Considerations for Developing the In Defense of Food Nutrition Education Curriculum

Objective

To examine perceptions of teachers and afterschool program staff related to the positive aspects and challenges of afterschool education for youth to guide the development of the “In Defense of Food” nutrition education curriculum.

Methods

Semi-structured in-depth interviews with a convenience sample of teachers and afterschool program staff experienced serving at-risk youth were conducted in New York, NY. They were audio-recorded, transcribed verbatim, and analyzed using inductive summative content analysis to identify, count, and compare themes.

Results

Interviews (n?=?12) generated 2 meta-themes (Pedagogical Elements for Successful Learning and Pragmatic Considerations for hosting health promotion programs in the afterschool context). Learner-centered and tailored approaches and building social connection were considered important for fostering learning in the afterschool context.

Conclusions and Implications

This study emphasizes the importance of considering pedagogical elements related to delivery that minimizes didactic instruction and focuses on learner-centered approaches. Further research is needed to compare outcomes and process measures common approaches used in designing nutrition education curricula with those that have been described in this study.