Explanation of barriers and facilitators to promote Food and Nutrition Literacy (FNLit) in Kurdish children: a qualitative study

Food and nutrition literacy (FNLit) encompasses a broad spectrum of cognitive, emotional, social, and practical skills that profoundly shape dietary behaviors and health outcomes. This qualitative study aimed to explore the barriers and facilitators to promoting FNLit among Kurdish primary school children in Baneh, Iran. This qualitative study, conducted as part of a broader mixed-methods project, involved 13 focus group discussions with students (n = 30), parents (n = 15), and teachers/principals (n = 30), alongside 17 in-depth interviews with health staff (n = 5) and local experts (n = 12). Data were analyzed using a thematic analysis approach, supported by MAXQDA software. Altogether, 92 participants were included in the study (49 male and 43 female). Analysis yielded two main domains, encompassing eight categories, 20 subcategories, and 64 codes that captured the principal barriers and facilitators of food and nutrition literacy (FNLit) among Kurdish children. The barriers included inadequate training and cultural practices, limited access to resources, food preferences and tastes, and policy-related obstacles. Facilitators encompassed social and environmental support, political factors related to food and nutrition, creating universal empathy, experiential opportunities, enhancing motivation, and establishing an inter-agency cooperation observer team with specific tasks. This study highlights key barriers and facilitators of food and nutrition literacy among Kurdish children in Iran. Cultural practices, limited resources, and policy gaps constrain literacy, while schools, families, communities, and political support enable it. Contextually tailored and systemically integrated strategies are essential to enhance children’s dietary skills and health resilience.