Peer-reviewed article
Impact of a nationwide web-based training program on food allergy knowledge and perceived competences management in schools.
Machado R, Pádua I, Lima R, Moreira P, Moreira A et al. ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study evaluated a web-based training program for Portuguese school staff to improve their knowledge and confidence in managing food allergies among children. The program, based on European and Portuguese guidelines, was delivered to 639 school professionals. Staff knowledge about food allergy increased significantly after training, with particularly large improvements in anaphylaxis management and awareness of bullying risks for allergic children. School staff also reported feeling more confident in their ability to identify allergens, read food labels, and prevent accidental exposures.
Key points
- Knowledge scores increased from 62.1% to 79.6% after the web-based intervention (p < 0.001)
- Anaphylaxis management knowledge showed the largest gain at 35.6 percentage points
- Bullying awareness among staff improved by 42.4 percentage points
- Perceived competence in allergen identification, label reading, and exposure prevention all improved significantly
- The program is scalable and supports integration into national and international school health policies
Limitations
The study did not measure actual changes in school practices or child safety outcomes following the training, only staff knowledge and self-reported confidence. The evaluation relied on questionnaire responses without observation of real-world implementation of food allergy management in schools.
Abstract
Summary Background. Food allergy (FA) is a growing public health concern among school-aged children. Schools are high-risk settings for accidental exposures and anaphylaxis, yet staff frequently report insufficient preparedness to manage such emergencies. Educational programs are essential to improve knowledge, confidence, and preventive practices. This study aimed to develop and evaluate a nationwide web-based FA training program for school professionals, aimed at improving knowledge and perceived competence in FA management. Methods. A quasi-experimental interventional study was conducted among 639 Portuguese school professionals, of whom 477 completed FA questionnaires. Participants were in pre-test (n = 172), post-test (n=100), and pre-post groups (n = 205). The intervention was an online program based on guidelines from the European Academy of Allergy and Clinical Immunology, Portuguese education and health authorities, and a national FA manual. FA knowledge was assessed with a 26-item validated questionnaire covering general concepts, allergen avoidance, and school practices. Perceptions of competence were gauged using Likert scales. Statistical analysis used General Linear Model repeated measures. Results. Knowledge scores increased significantly from baseline (62.1%) to post-intervention (79.6%) (p < 0.001). The most significant gains were observed in anaphylaxis management (+35.6%), bullying awareness (+42.4%), and prevention of accidental exposures. Perceived competence in allergen identification, label reading, and exposure prevention also improved significantly (p < 0.001). Conclusions. This nationwide web-based program substantially enhanced school staff's FA knowledge and perceived competence, addressing critical gaps in emergency preparedness. Its scalability supports integration into national and international school health policies to improve safety and inclusion for children with FA.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- A nationwide web-based training program for school professionals covering food allergy concepts, allergen avoidance, anaphylaxis management, and school-based practices, based on European Academy of Allergy and Clinical Immunology guidelines and national authorities
- Population
- 639 Portuguese school professionals (477 completed the evaluation), including pre-test, post-test, and pre-post comparison groups
Key finding
Knowledge scores increased significantly from 62.1% at baseline to 79.6% post-intervention (p < 0.001)