Work

Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight‐Inclusive Nutrition Curriculum in the High School Health Classroom

Year: 2026

Type: article

Abstract: BACKGROUND: Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. METHODS: This pilot study examined the perspectives of three teachers using a small-scale qualitative case study approach coupled with researcher-led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data. RESULTS: Findings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub-themes further illustrated teachers' experiences and perceptions. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Results highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom. CONCLUSIONS: Re-framing nutrition education using a weight-inclusive lens is possible; however, long-term adoption depends on WIN specific support and collaboration within schools.

Source: Journal of School Health

DOI: 10.1111/josh.70150

Authors: Janet Gamble, Jordan Levinson, Deborah Hinchey, Katelyn Russell, Bernice Garnett, Lizzy Pope

Institutions: University of Vermont, Harvard University

Language: English

Topic: Obesity and Health Practices

Subfield: Pharmacy

Field: Health Professions

Domain: Health Sciences

SDGs: Quality education, Good health and well-being, Reduced inequalities, Zero hunger

Open Access status: hybrid

Estimated APC paid: $3,570