Using food models to enhance sugar literacy among older adolescents: Evaluation of a brief experiential nutrition education intervention

Abstract

Adolescent diets high in sugar are a public health concern. Sugar literacy interventions have changed intake but focused more on children, adults, and early adolescents and on sugar sweetened beverages rather than total sugar consumption. Food models are an efficacious experiential learning strategy with children. This study assessed the impact of two 45 min nutrition lessons using food models on adolescents’ sugar literacy. Classes (n = 16) were randomized to intervention or control with knowledge, label reading skills, intentions to limit sugar consumption measured at baseline and follow-up. Two hundred and three students aged 14 to 19 from six schools on Vancouver Island, BC, Canada participated in the study. Adolescents’ knowledge of added sugar in foods and beverages and servings per food group in a healthy diet was limited at baseline but improved significantly in the intervention condition (F(1, 201) = 104.84, p < 0.001) compared to controls. Intention to consume less added sugar increased significantly after intervention (F(1, 201) = 4.93, p = 0.03) as did label reading confidence (F(1, 200) = 14.94, p < 0.001). A brief experiential learning intervention using food models was efficacious for changing student’s knowledge about sugar guidelines and sugar in food, label reading confidence, and intention to change sugar consumption.