Understanding the Creation and Teaching of Middle School Nutrition Curricula in Vermont

Background School-based nutrition education is a critical source of information for students, yet limited research explores how middle school health educators shape nutrition curriculum and pedagogy.Purpose The purpose of this qualitative study was to understand how health teachers select and teach nutrition content in Vermont middle schools.Methods Seventeen middle school health teachers were interviewed about how they choose and teach nutrition content in their health classes. Interviews were transcribed and analyzed using qualitative thematic analysis procedures.Results Three overall themes were identified: 1) Nutrition content is taught from weight-normative and weight-inclusive perspectives, 2) Health and nutrition content is often student-centered, and 3) There are barriers to implementing health and nutrition education.Conclusions Health teachers do their best to teach nutrition curricula and individualize content to their students, but district- and school-level barriers to comprehensive nutrition and health education remain.Translation to Health Education Practice Health educators need further structural and educational support to increase their confidence teaching nutrition topics in ways that support students to develop positive relationships with food, and respond to shifting student needs around nutrition education.