Food and nutrition literacy status and its correlates in Iranian senior high-school students

Abstract

Background: Planning interventions to promote food and nutrition literacy (FNL) require a better understanding of the FNL status of the target group and its correlates. Aims: This study aimed to examine the FNL status and its determinants in Iranian senior high-school students. Methods: In this cross-sectional study, FNL and its components (food and nutrition knowledge, functional skills, interactive skills, advocacy, critical analysis of information, and food label reading skill) were evaluated by a locally designed and validated, self-administered questionnaire. Besides, socioeconomic, demographic, anthropometric measures, as well as academic performance of 626 senior high-school students were assessed. Results: The mean ± SD of the total FNL score (within potential range of 0 to 100) was 52.1 ± 10.96, which is below the minimum adequate level of 60. The probability of high FNL knowledge score was significantly higher among students who majored in Natural Sciences (OR = 1.73, CI = 1.09–2.75), had better school performance (OR = 1.13, CI = 1.06–1.20) and higher SES score (OR = 1.20, CI = 1.01–1.44). The score for food label reading was significantly lower in girls (OR = 0.45, CI = 0.31–0.67), while those who had a family member with the nutrition-related disease were more likely to have a higher score of food label reading skill (OR = 1.48, CI = 1.01–1.64). Conclusion: The level of FNL in senior high-school students in Tehran was relatively low. These findings have key messages for the education system and curriculum designers to have more consideration for food and nutrition-related knowledge and skills in schools.