Examining Elementary School Children's Knowledge about Food and Nutrition in Southwestern Ontario, Canada.

Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study () investigates elementary school children's knowledge about food and nutrition and () identifies sociodemographic factors influencing children's reported knowledge. In 2017-2019, a survey was administered to 2443 students (grades 5-8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics.

Children's perceptions of a Centrally Procured School Food Program in southwestern Ontario, Canada.

Introduction: This qualitative study investigates children's perceptions of the influences of a Centrally Procured School Food Program on their dietary behaviours and their recommendations on how to improve the program.

Methods: The observations of 208 students aged 9 to 14 years (Grades 5-8) at 21 elementary schools were collected through focus groups in 2017/18. The larger intervention consisted of a 10-week program offering daily snacks (i.

The Impact of Canadian School Food Programs on Children's Nutrition and Health: A Systematic Review.

The quality of children's diets has declined over the past few decades, giving rise to a variety of health-related consequences. In response to this trend, school food programs have become an increasingly effective method to support nutrition and lifelong healthy eating habits. This systematic review synthesizes current academic literature pertaining to school nutrition programs in Canada to identify existing interventions and their impacts on children's nutritional knowledge, dietary behaviour, and food intake.

School recess, social connectedness and health: a Canadian perspective.

Children need opportunities to establish positive social connections at school, yet many school playgrounds are challenged by social conflict that can undermine these connections. When children's social needs go unmet, the resultant feelings of loneliness, isolation and self-doubt can cumulatively lead to mental and physical illness. Because recess is typically the only time during the school day that children are free to socialize and play, we propose a more thoughtful way of thinking about it: from the lens of belongingness.