Food Literacy Interventions in Elementary Schools: A Systematic Scoping Review*

Urban Farm DB summary

This systematic scoping review searched PubMed, Web of Science, and EBSCO databases to characterize food literacy (FL) interventions in elementary schools for students aged 4-12. After exclusions, 116 studies were eligible, comprising 105 original interventions ranging in duration from 45 minutes to 4 years. Social cognitive theory was the most referenced theory, and common interventions included classroom lessons, games, school gardens, food preparation, and cooking classes. Most studies (96%, N=111) measured FL outcomes quantitatively; all studies addressed functional FL (N=116), while 77% (N=89) addressed interactive FL and only 28% (N=32) addressed critical FL. As the first international review of FL programs in elementary schools, it found great heterogeneity in intervention design and FL measurement, and concluded that few interventions addressed critical FL, which should be a focus for future interventions.