Peer-reviewed article
School-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children: a systematic review protocol
Azam Doustmohammadian, Nasrin Omidvar, Elham Shakibazadeh ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This is a protocol for a systematic review that will examine school-based interventions designed to improve food and nutrition literacy in elementary school children aged 5-12 years. The review will search multiple databases for quantitative studies evaluating such interventions and assess their effects on children's nutrition knowledge, skills, dietary intake, and health outcomes like BMI. The authors will use standardized quality assessment tools and conduct meta-analysis if possible to synthesize the evidence. The findings are intended to help policymakers and educators develop better nutrition education curricula and teaching strategies.
Key points
- The review focuses on school-based interventions promoting food and nutrition literacy at functional, interactive, and critical levels in elementary school children
- Primary outcomes measured will be food and nutrition literacy; secondary outcomes include dietary intake indicators and health measures such as BMI reduction
- The protocol includes quantitative study designs: randomized controlled trials, quasi-randomized trials, and cluster randomized trials
- Two independent reviewers will screen citations, extract data, and assess methodological quality using the validated EPHPP Quality Assessment Tool
- Results are intended to guide policymakers and curriculum developers in designing practical learning strategies to improve students' nutrition literacy
Limitations
This is a protocol document describing planned methodology rather than completed research, so it presents no actual findings or evidence on intervention effectiveness. The review's conclusions will depend on the quantity, quality, and geographic diversity of studies identified in the systematic search.
Abstract
BACKGROUND: Food and nutrition literacy is a newly emerged concept to connect food-related knowledge and skills to healthy diets. Its promotion is important to protect children as they eat too many low-nutrient, high-energy foods. Food and nutrition literacy promotion needs multi-dimensional interventions. In the process of developing an intervention to promote food and nutrition literacy, the present review protocol aims to critically examine the evidence in the area of school-based interventions for promoting food and nutrition literacy (FNLIT) in elementary school children. METHODS: We will search PubMed/MEDLINE, EMBASE, Web of Science, CENTRAL, and ProQuest (from inception onwards). Additional studies will be identified through manual searching of reference lists. Quantitative studies (e.g., randomized controlled trial, quasi-randomized trials, and cluster randomized trials) evaluating the effect of interventions to promote food and nutrition literacy in elementary school children (5-12 years old) will be included. Main outcomes will be food and nutrition literacy at functional, interactive, and critical levels. Secondary outcomes will be dietary intake indicators (e.g., healthy eating index, DDS) and health outcome measures (e.g., reduction in BMI and less weight gain). Two reviewers will independently screen all citations, full-text articles, and abstract data. Potential conflicts will be resolved through discussion. The study methodological quality (or bias) will be appraised using appropriate tools. If feasible, we will conduct random effects meta-analysis. The quality of the included studies will separately evaluate using the validated Quality Assessment Tool for Quantitative Studies, developed by the Effective Public Health Practice Project (EPHPP). Data will be extracted by two reviewers from the identified relevant literature. Standard data synthesis and analysis will be used for the review. DISCUSSION: This systematic review will summarize the evidence regarding the components, implementation methods, and effectiveness of the interventions of food and nutrition literacy promotion in elementary school children. The results of this review will provide a useful reference for policymakers and curriculum developers to assess education curricula and develop practical learning and teaching strategies to improve students' food and nutrition literacy. SYSTEMATIC REVIEW REGISTRATION: PROSPERO (CRD42019135118).