Lessons Learned from Implementing Culturally Sensitive Adaptations to a Nutrition Education Program in Four Anishinaabe Communities

<h2>Abstract</h2><h3>Background</h3> The Anishinaabe ways of eating healthy and staying physically active are not well represented in federally funded health education programs such as Supplemental Nutrition Assistance Program Education (SNAP-Ed). The curricula approved for use by SNAP-Ed implementing agencies were not developed with Anishinaabe foods, cultures, and traditions in mind. <h3>Objectives</h3> This paper shares the process and lessons learned from a collaborative effort to adapt recipes from a SNAP-Ed-approved nutrition and cooking education program, Cooking Matters at Home (CMAH), to reflect cultural preferences and traditions of participants from 4 Anishinaabe tribal communities in Michigan. <h3>Methods</h3> University Extension instructors, Tribal health staff, and an intertribal organization codesigned and implemented the adaptation. Extension instructors facilitated 4 separate series of cooking and nutrition classes using CMAH curriculum with 4 Tribes. A descriptive, cross-sectional evaluation design focused on participant engagement and recipe adaptation. Evaluation included formative interviews with Tribal health staff, postintervention community participant focus groups to assess program satisfaction and cultural acceptability of adaptations, and process interviews with Extension instructors and Tribal health staff. <h3>Results</h3> Between October 3 and December 7, 2022, classes reached 30 adults across 4 sites. The mean class size was 7–8 participants. Eighty-six percent of participants attended every class session offered in their community. Eight recipes were adapted to include traditional foods (e.g., wild rice and maple syrup); 11 were prepared as written. A challenge was access and availability of some traditional recipe ingredients. Participants expressed a range of food knowledge and behaviors that reflect diverse histories and cultures within each community. Tribal staff and participants suggested that Extension instructors build rapport with community members, approach activities and participants with curiosity rather than sharing "expert" advice, implement more continuous programming, and improve cultural sensitivity. <h3>Conclusions</h3> SNAP-Ed programs should support access to local Indigenous foods and make space for both community and individual traditions.