| Description |
This study examined elementary school teacher attitudes and beliefs about their perceived and desired role in childhood obesity prevention. An online survey was administered to K-6 teachers (n=628) in 55 public elementary schools in the greater Salt Lake City area. Questions addressed teachers' classroom practices, personal health behaviors, and their beliefs and attitudes about role in childhood obesity prevention. The majority of teachers (64%) believed they should play a role in childhood obesity prevention and 68% believed they can impact student health behaviors. Seventy percent of teachers included nutrition education in the classroom, with the majority (56%) teaching between 1-5 hours of nutrition lessons during the school year. On average, teachers self-reported moderate levels of nutrition self-efficacy and good to excellent overall health. Personal health practices, nutrition-self efficacy, and nutrition attitudes and beliefs were significantly correlated. Overall, teachers understood the impact of healthy nutrition practices in the classroom, but less than a quarter (21%) agreed that they have the support they need to teach nutrition in the classroom. Barriers to nutrition education include core curriculum demands, lack of time, and pressure to integrate lessons. Teachers reported the need for curriculum with short nutrition lessons, resources for nutrition guest speakers, and support for a healthy school nutrition environment. |
