Putting food at the centre of learning: an evidence-based and practice-informed model of holistic food education in schools.

Abstract

Food education in schools is increasingly being adopted as one of the key policy levers to support the shift towards healthier and more sustainable food practices worldwide. However, the way in which food education is designed and implemented is not often conducive to such goals. We propose a food learning model and process for designing holistic food education that fosters food competent children and adolescents as catalysts for change. The model applies evidence-based core principles required for effective food education, such as action-oriented goals that align with a student's contexts, co-ownership of the learning process, prioritising experiential learning, ensuring purposeful interactions, complementarity with the school food environment and beyond, and meaningful involvement of actors that influence children's food practices and perspectives. The process for designing food education programmes is anchored in the food learning model and highlights the importance of selecting the right entry points in the formal school system, assessment of learning needs, co-formulating competences, and the need for continuous and purposeful assessments of students' learning. We highlight the key challenges beyond programme design that must be addressed to enhance the success of food education, including the need to strengthen systemic capacity and improve the wider policy environment.