‘Healthy eating’ curriculum can do more harm than good | CNN

Editor’s note:

Oona Hanson

Oona Hanson is a parent coach in private practice and a family mentor at Equip, an eating disorder treatment program. She specializes in supporting parents to raise kids who have a healthy relationship with food and their body.

CNN

Children’s Nutrition Lessons and the Impact on Eating Habits

1. Introduction
• Children across all grade levels are taught nutrition concepts aimed at improving health.
• However, these lessons can have unintended negative consequences on kids’ eating habits and overall well-being.
2. The Damaging Effects of Nutrition Lessons
• Nutrition lessons often convey messages similar to those of eating disorders, such as cutting out certain foods, limiting calories, and fearing weight gain.
• These lessons can be particularly harmful for children with eating disorders or those at risk.
3. Risks for Students
• Not every student will be harmed by nutrition lessons, but there is no way for educators to know who may be at risk.
• For some children, these lessons can trigger or worsen an eating disorder.
4. The Impact on Black-and-White Thinking
• Well-intended lessons lead to black-and-white thinking and disordered behaviors around food.
• Too much nutrition information can disconnect children from their body cues and internal signals.
5. The Challenges of Teaching Nutrition
• Nutrition is complex, and children are concrete thinkers, making it challenging to teach nutrition concepts effectively.
• Abstract categories like “sometimes foods” can be confusing for children.
6. Addressing Nutrition Standards
• Teachers should strive to teach nutrition in a neutral way without labeling specific foods as good or bad.
• Discussions about the experience of eating and the joy of food can be more beneficial than focusing solely on health decisions.
7. The Role of Families
• Families play a major role in helping children learn about food and nutrition.
• Parents should have conversations with their children about what they’re learning at school and approach teachers with curiosity and positive intent.
8. Inclusive and Health-Promoting Lessons
• Educators should be aware of the complexities and potential pitfalls in nutrition lessons and make adjustments to be more inclusive and health-promoting for all students.
• Building partnerships with schools can help support children with eating disorders or special dietary needs.

SDGs, Targets, and Indicators

1. SDG 2: Zero Hunger
• Target 2.2: By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed targets on stunting and wasting in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women, and older persons.
• Indicator 2.2.1: Prevalence of stunting (height for age <-2 standard deviation from the median of the World Health Organization (WHO) Child Growth Standards) among children under 5 years of age
• Indicator 2.2.2: Prevalence of malnutrition (weight for height >+2 or <-2 standard deviation from the median of the WHO Child Growth Standards) among children under 5 years of age, by type (wasting and overweight)
2. SDG 3: Good Health and Well-being
• Target 3.4: By 2030, reduce by one-third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
• Indicator 3.4.1: Mortality rate attributed to cardiovascular disease, cancer, diabetes or chronic respiratory disease
• Indicator 3.4.2: Suicide mortality rate
3. SDG 4: Quality Education
• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
• Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in national education policies, curricula, teacher education and student assessment

Table: SDGs, Targets, and Indicators

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