Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight‐Inclusive Nutrition Curriculum in the High School Health Classroom

BACKGROUND: Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. METHODS: This pilot study examined the perspectives of three teachers using a small-scale qualitative case study approach coupled with researcher-led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data. RESULTS: Findings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub-themes further illustrated teachers' experiences and perceptions. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Results highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom. CONCLUSIONS: Re-framing nutrition education using a weight-inclusive lens is possible; however, long-term adoption depends on WIN specific support and collaboration within schools.