Association Between Inclusive Educational Environments and Food Allergy Comprehension Among Preschool Children: A Quasi-Experimental Digital Intervention Study

Background/Objectives: This study examined whether sharing a class with a peer with physician-diagnosed food allergy (FA) was associated with post-intervention FA comprehension among preschool children. Methods: A four-month ARCS motivation model-based digital nutrition education program was delivered to 163 five-year-old preschoolers from nine public kindergartens. The program provided instruction on knowledge of balanced diets and FA. Preschoolers were classified as inclusive (at least one peer with physician-diagnosed FA in the same class; n = 75) or non-inclusive (n = 88). Dietary balance and FA comprehension were assessed using illustrated worksheets. Ordinal logistic generalized estimating equations (GEE) accounted for clustering within kindergartens. Results: The inclusive environment was associated with higher FA comprehension (Wald χ2(1) = 4.750, p = 0.029; OR = 4.219, 95% CI: 1.156–15.399), whereas no association was observed for dietary balance (Wald χ2(1) = 0.053, p = 0.818; OR = 0.912, 95% CI: 0.414–2.008). Conclusions: The presence of a peer with FA was associated with higher post-intervention FA comprehension.