Cooking up Knowledge: Empowering High School Students Through a Food Literacy Boot Camp

Abstract

Adolescents in rural communities are subject to higher rates of chronic diseases. Food literacy, the knowledge and skillset to make informed health behaviors, has been identified as a critical influence in disease prevention. This mixed-method experimental study evaluated the Food Literacy Boot Camp’s effectiveness, feasibility, and likeability in promoting healthy lifestyle choices, including diet, physical activity, food preparation, and food safety skills among adolescents. Outcomes were assessed using the Expanded Food and Nutrition Education (EFNEP) 6th - 12th Grade EFNEP Youth Questionnaire, distributed before and after the intervention. Qualitative methods assessed likeability. Following the program, participants had statistically significant improvements in sugar-sweetened beverage intake (P = 0.004), healthy eating choices when dining out (P = 0.002), physical activity (P = 0.010), hand washing (P = 0.028), inclination to wash fruits and vegetables (P = 0.008) and using separate cutting boards for raw meats and fresh produce (P = 0.046). Four major qualitative themes emerged: (1) Comprehensive Health and Wellness Education, (2) Practical Skill Development, (3) Knowledge and Behavior Change, and (4) Successful Student Engagement and Positive Endorsement. Overall, the Food Literacy Boot Camp successfully improved participants’ food literacy skills.

“Quantitative and qualitative data highlighted the multifaceted impact of the Food Literacy Boot Camp, with participants acquiring new knowledge and skills while enjoying the process.”

Introduction

Adolescent obesity is a global epidemic with far-reaching consequences for the well-being of future generations. In the United States (U.S.) alone, the rate of obesity among children and adolescents aged 2-19 in 2017 through 2020 was an alarming 19.7%. ¹ Particularly concerning are the disparities in obesity prevalence across age groups, with 12.7% of children aged 2-5 affected, rising to 20.7% in 6-11 years old and peaking at 22.2% in 12-19 years old. ¹ This underscores the urgent need for effective and sustainable interventions to curb the rising obesity epidemic in U.S. youth.

Obesity rates are inversely associated with income level. Among children from the highest-income families, the obesity rate is notably lower, at 10.9%. ¹ Other well-established risk factors for adolescent obesity include being a part of marginalized communities, one-parent households, and households receiving food assistance. ² Healthy People 2030 aims to reduce the proportion of children and adolescents with obesity with a target of 15.5%. ³ In rural states such as Maine, the prevalence of adolescent obesity remains high, with 13.8% of children affected by obesity in 2023. ⁴ This issue is even more pronounced in low-income, rural communities in Maine, highlighting the need for targeted interventions that address health and socioeconomic disparities in rural communities. ⁵

It’s well-established in the literature that adolescent obesity often leads to adult obesity, with studies revealing that obese adolescents are five times more likely to be obese in adulthood. ⁶ Health concerns, which begin in youth with obesity, persist into adulthood, manifesting in chronic conditions, such as type 2 diabetes, hypertension, and insulin resistance, along with some cancers, cardiovascular disease, and premature death.^6-8 Obesity prevention through nutrition-based initiatives should occur in adolescence to break the cycle of poor health and foster healthy outcomes across the lifespan. ⁷ Poor dietary habits, particularly inadequate consumption of fruits, vegetables, and whole grains, contribute to rising obesity rates among adolescents.^9-11 National Health and Nutrition Examination Survey (NHANES) data revealed that fruit and vegetable consumption is lagging behind national recommendations, with average intakes being 0.73 cup equivalent of vegetables per 1000 calories (target 0.84 cup equivalent) and a 0.49 cup equivalent of fruit per 1000 calories (target 0.56 cup equivalent per 1000 calories). ¹² The Centers for Disease Control (CDC) further highlights that fewer than one in 10 children eat the recommended daily amounts of vegetables. ¹³ In Maine, surveys indicate similar trends. Among children aged 1-5 years, only 12.5% consumed vegetables three or more times per day, while 25.3% consumed fruit three or more times per day. ¹⁴

The school environment is a key social determinant of health, as most U.S. children spend approximately six hours per day in school and consume a substantial part of their daily calorie intake in that environment. ¹⁵ Therefore, the CDC recommends implementing programs that provide nutritious meals and nutrition education to promote healthier eating habits. Such interventions in rural states could be crucial in improving both nutrition and health outcomes. ¹⁵ Adolescent obesity interventions, particularly in rural areas where social determinants of health disproportionately impact communities, are crucial in reducing healthcare spending and improving long-term health outcomes. ⁷ Numerous strategies, including behavior modification, diet, and physical activity education, have been utilized to reduce adolescent obesity. Some interventions have reduced body fat, type 2 diabetes risk, and body mass index (BMI), while others, especially school-based efforts, have shown mild and unsustained results.^7,15 Unfortunately, U.S. schools offer less than eight hours of nutrition education annually, far below the recommended 40 to 50 hours to elicit behavior change. ¹⁶ Recent programs that address improving adolescent diets through cooking skills have shown great promise, especially in teaching food literacy (e.g., the knowledge to plan, select, and prepare food to meet needs). Interactive food literacy curriculums can bridge rural adolescents’ nutrition knowledge and relevant applications, thus improving the nutritional status of this at-risk population. ¹⁷

Core components of food literacy include prioritizing time and money for food, planning intake according to needs and budget, assessing and being able to judge food quality, storing foods appropriately, preparing tasty foods, and understanding food’s impact on health and nutritional status. ¹⁷ Thus, nutrition programs focused on incorporating food literacy include a nutrition education component in addition to teaching hands-on cooking skills, menu planning, sustainability, gardening, and the effects of climate change on the food supply. Such programs highlight positive outcomes regarding cooking self-efficacy, cooking skills, and nutrition knowledge. However, effects on dietary behavior have not yet been observed. ¹¹

Qualitative studies have assessed youth’s perception of food literacy and its respective impact on dietary behaviors. Participants report considering the ability to plan and manage (e.g., prioritize money and time for food), select (e.g., determine the healthfulness of food), prepare (e.g., apply basic cooking and food safety skills), and eat food (e.g., understand the impact of food on health and longevity) as the core components of food literacy. ¹⁸ Researchers also explored challenges and ways of improving the teaching of food literacy in secondary education. They found that teaching food preparation, nutrition and food history, food systems, sustainability, and social equity were significant in educating the youth on food literacy. ¹⁹ Pilots featuring a food literacy educational component have found positive impacts of food literacy interventions on knowledge, practical aspects of food preparation, and sensory competencies. Researchers have suggested offering lessons for extended periods, having youth work in small groups, allowing youth to select the recipes and meals, including parents and the community as part of the educational component, and providing a school garden experience and home cooking activities.^15,20-23

Food literacy interventions can significantly influence adolescents’ dietary behaviors by equipping them with essential nutrition knowledge, skills in planning nutritious meals, food safety, sustainability practices, and an understanding of how social equity impacts the ability to meet nutritional needs. Such initiatives are increasingly necessary as the traditional Family and Consumer Sciences curriculum, which once taught vital life skills in schools, has largely been removed across U.S. schools over the past decade due to teacher shortages and a heightened focus on core subjects.^23,24 This educational void leaves many adolescents without the necessary tools to make informed nutrition decisions, potentially exacerbating the growing prevalence of obesity and chronic disease, with a lack of food literacy at least partially to blame for this epidemic. Therefore, the Food Literacy Boot Camp was developed to improve food literacy in Maine adolescents, with the hopes of extrapolating the findings to adolescents across the U.S. This study aimed to evaluate the effectiveness, feasibility, and likeability of the Food Literacy Boot Camp in promoting healthy lifestyle choices, including dietary and physical activity habits, and food preparation and food safety skills in adolescents enrolled. It was hypothesized that, following participation in the Food Literacy Boot Camp, students would report improvements in food literacy, specifically in their ability to prepare food while maintaining food safety, as well as improvements in healthy lifestyle choices, including diet quality.

Methods

Study Design

In July 2024, Classic Upward Bound (UB) students from the University of Maine were invited to participate in an experimental research study. Researchers intended to recruit 30 students. Groups were capped at 15 people to accommodate the laboratory space. Each student attended four afternoons of the Food Literacy Boot Camp during either July 8-12 or July 15-19, 2024. The sample size was determined based on laboratory space accommodations and attendance in the UB program. IRB Approval was obtained from the University of Maine on May 1, 2024, and the research was conducted in compliance with all relevant ethical guidelines and regulations.

TRIO Classic Upward Bound

TRIO Classic UB is a program focused on helping first-generation college students and/or students from low-income backgrounds gain the skills and support needed to succeed in college. Each summer, UB invites students to a university campus to immerse them in the college environment. Students reside in dormitories, attend various classes, and interact with faculty and staff. Classic UB students participate in introductory science courses during their afternoons on campus.^25,26

Curriculum and Lesson Implementation

Each group received food literacy education adapted from the Healthy Choices for Every Body adult nutrition education curriculum. ²⁷ This curriculum, validated in the high school student population, was designed by the University of Kentucky Nutrition Education Program. ²⁷ From the Healthy Choices for Every Body curriculum, the following three-hour lessons were chosen: (1) Healthy Choices for Every Body; (2) Food Safety for Every Body; (3) Fruits and Vegetables for Every Body (4) Physical Activity content; and (5) Better Beverage Choices for Every Body. Subsequently, lessons two and three were combined and retitled Healthy Lifestyle Choices. Refer to Table 1 for an overview of the program. Each lesson was structured around two key components: an engaging classroom session incorporating interactive activities like Kahoot quizzes and incentives and an experiential learning cooking session at the University of Maine Teaching and Research Kitchen. Recipes were selected based on nutrient density, affordability, and accessibility of ingredients, aligning with the themes of each lesson. In the kitchen, groups of 3-4 students worked together to prepare the featured recipes using commercial-grade equipment. After plating their dishes, students shared the meals with their peers. Following a taste test, each lesson concluded with an educational discussion, encouraging students to reflect on the recipes they prepared, collectively share their insights, and discuss key takeaways from the session.

Table 1.

Overview of the Food Literacy Boot Camp Programming.

Lesson Number and Title	Learning Objective	Recipes
1. Healthy Choices for Every Body	Increase food preparation practices.	• Easy Granola Bars • Down-Home Honey Cornbread Muffins • Broccoli Cheddar Biscuits
2. Food Safety for Every Body	Improve food safety practices.	• Easy Chicken and Veggie Stir-Fry • Sloppy Garden Joes • Pineapple Pork
3. Healthy Lifestyle Choices for Every Body	Increase healthy lifestyle choices.	• Thyme Roasted Carrots • Festive Honey-Butter Corn • Potato Salad with Grainy Mustard Dressing
4. Better Beverage Choices for Every Body	Improve diet quality.	• Garden Fresh Salsa • Go Bananas Milkshake • Apple Nachos • D-I-Y Flavored Water • Kale Chips

Assessment Tools

The UB staff administered the anonymous pre-and post-paper surveys to all participants prior to intervention and directly after the intervention. Participants were instructed to create a unique code to link pre-and post-surveys. The first section of the survey consisted of general demographic questions designed to collect information on age and grade level. The second section of the survey consisted of the Expanded Food and Nutrition Education Program (EFNEP) 6th - 12th Questionnaire. The survey consists of 15 questions designed to assess participants’ self-reported behavior change in the areas of diet quality, physical activity, food resource management, food safety, and food security. The post-survey included five qualitative questions to assess the feasibility and likeability of the program. Questions addressed included, “What skills or habits do you think have changed since joining this program?” and “Would you recommend this program to others?” See Table 2 for a complete list of open-ended questions included.

Table 2.

Post-Food Literacy Boot Camp Qualitative Questions.

Question Number	Question
1	What were your favorite aspects of this program?
2	What skills or habits do you think have changed since joining this program?
3	What does healthy mean to you?
4	Would you recommend this program to others?
5	In as few words as possible, describe why food safety is important.

Data Analysis

Descriptive statistics were used to examine the sample’s two self-reported demographics (age and grade). A paired sample t-test was used to assess changes in survey data from pre-and post-intervention. Cohen’s d determined effect size estimates, categorized as small (0.2), medium (0.5), and large (0.8). Significance levels were set at P < 0.05. ²⁸ Data analysis was conducted using SPSS statistical software (IBM Corp. Released 2020. IBM SPSS Statistics for Mac, Version 28.0. Armonk, NY: IBM Corp.)

Inductive thematic analysis was conducted to analyze qualitative questions. ²⁹ Using this method, results were read repeatedly to become familiar with the qualitative data. Based on the survey results, initial codes were developed to represent key features throughout all responses. Based on coding, broader, latent themes encompassing corresponding codes were developed. The themes were data-driven rather than using a pre-existing coding framework. The individual members of our research team then collaborated and revised the themes, producing the final results. ²⁹ Saturation was met when no new themes or codes emerged from the data, ensuring that the analysis comprehensively captured the participants’ perspectives. ²⁹

Results

A total of 22 students completed the Food Literacy Boot Camp. Two students opted not to complete the pre-and post-surveys, yielding a 91% response rate. Participants (N = 20) were, on average, 16.6 (±1.9) years old and primarily seniors in high school (40%) (Table 3).

Table 3.

Participants’ (N = 22) Demographic Information.

Variable	Mean $\pm$ SD (n)
Age (years)	16.6 $\pm$ 1.9 (N = 20)
Year in High School	%(n)
Sophomore Junior Senior	25% (n = 5) 35% (n = 7) 40% (n = 8)

Participants’ (N = 20) self-reported survey data had revealed significant improvements in six items. Participants reported a significant reduction in intake of sugar-sweetened beverages between baseline (3.55±0.94) and post-intervention (2.90±1.25), t(19) = 3.32 P = 0.004, 95% CI [0.24, 1.23], with a medium effect size (d = 0.88). Participants also reported a significant increase in their ability to make healthy eating choices when dining out. Scores increased from baseline (2.40±1.14) to post-intervention (3.05±1.15), t(19) = −3.58, P = 0.002, 95% CI [-1.29, −0.29], with a large effect size (d = 0.81). Similarly, for question nine, which addressed physical activity, a significant improvement was found between pre-intervention (3.40±1.09) and post-intervention scores (4.0±1.08) t(19) = −2.854, P = 0.010, 95% CI [-1.11, −0.15], with a moderate effect size (d = 0.940). Question ten, which addresses hand washing, showed a notable increase in scores from pre-intervention (4.35±0.87) to post-intervention (4.75±0.44), t(19) = −2.373 P = 0.028, 95% CI [-0.99, −0.05], with a medium effect size (d = 0.754). Inclination to wash fruits and vegetables also significantly improved between pre-intervention (3.95±1.19) and post-intervention scores (4.45±0.76) t(19) = −2.939, P = 0.008, 95% CI [-1.13, −0.16], with a moderate effect size (d = 0.761). Lastly, in question 12, which assessed using a separate cutting board for raw meats and fresh produce, there was a significant improvement from pre-intervention (3.95±1.68) to post-intervention (4.42±1.43), t(18) = −2.141 P = 0.046), 95% CI [-0.96, −0.01], with a large effect size (d = 0.964). Detailed results are presented in Table 4.

Table 4.

Food Literacy Boot Camp Outcomes: Paired t-Test Results (N = 20).

Question	Baseline Mean (SD)	Post Mean (SD)	t-value	P-Value	Cohen’s D
How often do you eat fruits?	3.75 (0.72)	4.00 (0.72)	−1.561	.135	.716
How often do you eat vegetables?	3.84 (1.07)	3.79 (0.98)	.369	.716	.621
How often do you drink sugary drinks like soda/pop, fruit-flavored drinks, sports drinks, energy drinks, and/or sweetened tea/coffee drinks?	3.55 (0.94)	2.90 (1.25)	3.322	.004*	.875
When you have a choice, how often do you choose whole grains?	2.55 (1.23)	2.40 (1.43)	.529	.603	1.268
When you eat out at a restaurant or fast-food place or get take-out, how often do you make healthier choices when deciding what to eat or drink?	2.40 (1.14)	3.05 (1.15)	−3.577	.002*	.813
How often do you use the Nutrition Facts Label to compare packaged foods or drinks?	2.74 (1.19)	3.16 (1.12)	−1.455	.163	1.261
In the past 7 days, how many days were you physically active enough that your heart beat fast and you were breathing hard most of the time?	4.05 (1.50)	4.30 (1.34)	−.721	.480	1.552
During the past 7 days, on how many days did you do exercises to strengthen or tone your muscles, such as push-ups, sit-ups, or weight lifting?	1.80 (1.64)	2.15 (2.03)	−1.129	.273	1.387
How often do you make choices to include physical activity into your day?	3.40 (1.09)	4.00 (1.08)	−2.854	.010*	.940
How often do you wash your hands with soap and running water for at least 20 seconds before making or eating food?	4.35 (0.87)	4.75 (0.44)	−2.373	.028*	.754
How often do you wash fruits and vegetables before eating them?	3.95 (1.19)	4.45 (0.76)	−2.939	.008*	.761
When making food, how often do you use separate cutting boards for raw meats and fresh produce?	3.95 (1.68)	4.42 (1.43)	−2.141	.046*	.964
When you take foods out of the refrigerator, how often do you put them back within 2 hours?	4.20 (1.15)	4.40 (0.82)	−1.073	.297	.834
How often do you compare prices of foods or drinks at the store before you buy them?	4.40 (1.19)	4.30 (1.22)	.248	.807	1.804
How often do you make your own snack or meal instead of purchasing one?	3.40 (1.09)	3.55 (1.15)	−.567	.577	1.182

*P < 0.05.

Qualitative Results

Participants expressed enthusiastic support for the one-week program, particularly appreciating the social interaction and cooking components. Participants recognized the development of new skills in terms of cognitive understanding and practical hands-on experience in the kitchen. Inductive thematic analysis revealed four major themes associated with the program that aligned with core objectives, supported by 12 sub-themes that underscored the program’s feasibility and strong appeal to the participants. Major themes are discussed below, with additional supportive quotes in Table 5.

Table 5.

Major Themes, Sub-Themes, and Supportive Quotes (N = 20).

Major Themes	Sub-Themes	Supportive Quotes
1. Comprehensive Health and Wellness Education	1.1 Holistic Wellbeing Knowledge	“Healthy, for me personally, is eating foods that I enjoy while also enriching my body with the nutrients I need.” “Being safe and sound physically and mentally or being of benefit to your health.” “It means taking care of yourself mentally and physically. It’s important to have that balance in life.”
	1.2 Disease Prevention and Longevity Understanding	“Things that keep me from getting sick.” “All (possible) bodily functions are working how they are supposed to be so we can live long, hopefully happy, lives.” “It is important, so it helps prevent illnesses and keeps you overall healthier.”
2. Practical Skill Development	2.1 Enjoyment of Cooking	“The cooking was the best, as I was able to use a kitchen for once.” “Getting to cook and work with my favorite people. 10/10 experience.” “Having fun and learning to cook new things.”
	2.2 Hands-On Learning	“My favorite aspect was the hands-on activities of preparing meals with our groups and the balance of lectures and hands-on activities.” “I liked learning new recipes and finding different ways to be healthy.” “I liked learning about techniques and just cooking in general.”
	2.3 Improvement in Cooking and Food Preparation Skills	“I think I’ve gained more skills about actually working in the kitchen and also I feel like I’ve made better eating/drinking habits.” “I am now able to efficiently cut and prepare food, much better than before.” “I think I learned some new cooking skills on how to do things more efficiently.”
	2.4 Adoption of Food Safety Practices	“Learning food safety and practicing it, so I can use it in my everyday lifestyle.” “I wash my hands for 20 seconds every time now. I wash fruits and vegetables.” “Taking food safety more seriously in general such as storing food, keeping areas clean and uncontaminated, etc. These are skills and habits I’ll keep practicing in my everyday life.”
3. Knowledge and Behavior Change	3.1 Learning New Knowledge and Skills	“I liked learning about techniques and just cooking in general.” “I’m glad to have learned some new ways to make healthy snacks that still taste good.” “Yes, I think it was fun and educational and brought out some new things.”
	3.2 Healthier Eating Habits	“I’ll be making more healthy snacks instead of buying unhealthy snacks from the store. I’ll make substitutions, when possible, to get the most nutrients out of it.” “I think I’ve gained more skills about actually working in the kitchen and also I feel like [I’ve made] better eating/drinking habits.” “There are so much I have gained it’s hard to list them all. But to name some learned recipes, changed my diet, etc.”
	3.3 Preventing Foodborne Illness and Disease	“Food safety is important because nobody wants to be sick.” “Everyone eats, do it safely.” “It is important, so it helps prevent illnesses and keeps you overall healthier.” “So, you don’t poison others, including yourself.”
4. Successful Student Engagement and Positive Endorsement	4.1 Enthusiastic Endorsement	“100% yes!! Very useful and IMPORTANT!” “Yes, I would recommend this program to others, you learn a lot from it.” “Yes definitely. I LOVED this program!” “Yea, I think it was a good experience and that they may enjoy it, I would recommend it to them.”
	4.2 Social Interaction/Group Work	“My favorite aspect was the hands-on activities of preparing meals with our groups and the balance of lectures and hands-on activities.” “Getting to cook and work with my favorite people. 10/10 experience.” “My group was fun—we all had a good time. I’m glad to have learned some new ways to make healthy snacks that still taste good.”
	4.3 Fun/Enjoyment	“Making the recipes and cooking was fun.” “Having fun and learning to cook new things.” “Honestly, the cooking was really fun, Kahoot’s were as well.”

Theme 1: Comprehensive Health and Wellness Education

Participants consistently expressed a broader understanding of health, incorporating mental, emotional, spiritual, and physical dimensions into their definitions of well-being post-boot camp (Subtheme 1.1). This sentiment was widely expressed, with one participant capturing the collective view by describing health as: “Mental, emotional, spiritual, and physical happiness/comfort.” Moreover, many participants highlighted disease prevention and longevity as fundamental goals of a healthy lifestyle, with one noting: “All (possible) bodily functions are working how they are supposed to be so we can live long (hopefully happy) lives.” Further, several students emphasized “Health.” (Subtheme 1.2)

Theme 2: Practical Skill Development

Students widely expressed enjoying the process of cooking, with many noting: “The cooking was the best as I was able to use a kitchen for once.” (Subtheme 2.1). The hands-on cooking experience emerged as a major point of enjoyment and practical learning, with participants expressing that they thoroughly enjoyed the experiential portion of the program. One student reflected on this shared sentiment, saying: “My favorite aspect was the hands-on activities of preparing meals with our groups and the balance of lectures and hands-on activities.” (Subtheme 2.2). Participants reported a range of new skills gained, from using kitchen tools more effectively, such as: “Always cutting with the tips of the knife down,” to adopting food safety practices, like: “I wash my hands for 20 seconds every time now. I wash fruits and vegetables.” (Subtheme 2.4). Students demonstrated that the knowledge gained in the program was applicable to everyday life, exhibiting improved culinary confidence and engaging more consciously with healthier snack options. One student shared this broader impact, stating: “I think I’ve gained more skills about actually working in the kitchen, and also, I feel like I’ve made better eating/drinking habits.” (Subtheme 2.3).

Theme 3: Knowledge and Behavior Change

Participants consistently demonstrated an increase in food safety knowledge, with one noting: “Food safety is important to protect ourselves and others.” (Subtheme 3.3). Students also reported adopting healthier eating habits, such as: “I’ll be making more healthy snacks instead of buying unhealthy snacks from the store. I’ll make substitutions when possible, to get the most nutrients out of it.” (Subtheme 3.2). Additionally, there was a notable improvement in student understanding of nutrition, as reflected by a participant who shared: “My group was fun - we all had a good time. I’m glad to have learned some new ways to make healthy snacks that still taste good.” (Subtheme 3.1).

Theme 4: Successful Student Engagement and Positive Endorsement

Participants were highly engaged throughout the program, often expressing positive feelings about the group work and interactive components. One participant reflected this perspective: “My favorite aspect was the hands-on activities of preparing meals with our groups and the balance of lectures and hands-on activities.” Social interaction was frequently mentioned as a favorite aspect of the program, with participants emphasizing the value of working with peers. The sense of fun and enjoyment amplified the experience, as highlighted by comments like: “Working with peers.” (Subtheme 4.2) and “Getting to cook and work with my favorite people. 10/10 experience.” (Subtheme 4.3). Positive feedback was widespread, with all participants (N = 20) affirming that they would recommend the program to other peers (Subtheme 4.1).

Discussion

This study aimed to evaluate the effectiveness, feasibility, and likeability of the Food Literacy Boot Camp in improving adolscents' food literacy, including food preperation and saftey skills, as well as promoting healthy dietary and physical activity behaviors. The program was implemented within a cohort of high school-aged students participating in the Classic UB program. The Food Literacy Boot Camp provided engaging lessons adapted from the Healthy Choices for Every Body Adult Nutrition Education Curriculum, ²⁷ followed by a cooking session in the University of Maine Teaching and Research Kitchen. Self-reported survey data revealed the curriculum was effective in significantly improving diet quality, healthy eating choices, food safety, and food literacy skills, thus supporting the hypothesis that participation in the Food Literacy Boot Camp would lead to significant improvements in students’ food literacy, particularly in their ability to prepare food safely and make healthier lifestyle choices. These findings support the Food Literacy Boot Camp’s effectiveness, feasibility, and likeability among adolescents within a rural community.

Participants improved their food literacy as demonstrated by their ability to navigate their food environment, make smart beverage choices, wash produce, and awareness of cross-contamination. Additionally, students reported improved physical activity levels. These findings are consistent with several other culinary nutrition education programs.^10,21,30,31 Super Star Chef, ³⁰ developed by the University of Kentucky’s Cooperative Extension, was implemented over three days with adolescents aged 9-18. Curriculum topics included food safety, nutrition concepts, and cooking education. ³⁰ In a similar fashion to the current study, participants reported significantly improved levels of nutrition knowledge, food preparation skills, and intention to increase fruit and vegetable consumption. ³⁰ Likewise, Youth Chef Academy, ¹⁰ an experiential nutrition program exploring similar concepts, identified improvements in daily vegetable consumption as compared to the control. ¹⁰ Chefs Adopt a School, ³¹ a food literacy program developed in collaboration with professional chefs, also supported food literacy and diet quality among adolescents, as evidenced by significantly improved cooking self-efficacy and vegetable consumption after completion of the intervention. ³¹ Elborg and colleagues ²¹ assessed comparable outcomes among adolescents who participated in a food literacy camp centered around food preparation, nutrition and health, and sustainability. Outcomes were categorized in the dimensions of “to know,” representing knowledge and understanding of concepts, “to do,” practical competencies and knowledge application, and “to sense,” sensory competencies. Like the current study, results demonstrated a significant positive effect of the intervention on food literacy as a whole and a significant positive effect on the dimensions of “to do,” “to sense,” and “to know.” While comparable to other studies assessing food literacy, ^{10 , 21 , 30 , 31} the current study is unique in the assessment and positive outcome of additional health-promoting behaviors, such as physical activity, within a food literacy program. This finding can be used to guide future programming, using multifaceted approaches to promote healthy lifestyles among adolescents. Collectively, current and previous findings support the effectiveness of experiential programs in supporting food literacy and diet quality of adolescents, specifically in rural, low-income areas.

The current study also adds to the literature by uniquely assessing acceptability through the lens of the adolescent participants. Participants were highly accepting of the program, as evidenced by the four major themes of comprehensive health and wellness education, practical skill development, knowledge and behavior change, and successful student engagement and positive endorsement. Qualitative data highlighted the multifaceted impact of the Food Literacy Boot Camp, with participants acquiring new knowledge and skills while enjoying the process. Additionally, the program successfully fostered both cognitive and behavioral changes, contributing to its overall goal of improving food literacy and promoting healthy lifestyles. Theme one emphasized holistic well-being, suggesting the program successfully communicated the importance of a balanced lifestyle, beyond just physical health, to include mental and emotional well-being. The connection of healthy eating habits and physical activity to long-term health outcomes indicates the program’s effectiveness in reinforcing these concepts. Theme two suggests the program provided participants with tangible, lifelong kitchen skills such as knife safety, cutting techniques, and hygiene practices. These skills enhanced their culinary confidence and contributed to healthier food choices. Behavior changes demonstrated through theme three, reflected the program’s success in fostering long-term, sustainable improvements in participants’ diets and food choices. Student feedback indicates they were able to apply what they learned in the programming to their everyday life. Thus, the program delivered information and inspired action among participants to improve their health and well-being. Finally, participant endorsement underscores that the program effectively met its goals and resonated with participants on multiple levels, further demonstrating its success in achieving its intended outcomes.

These findings are consistent with other qualitative assessments of food literacy programs. Kuroko and colleagues ³² conducted group interviews with adolescents who participated in a five-day intensive culinary and food literacy program called COOK. ³² Common themes identified included students’ enjoyment of the interactive program and gaining applicable knowledge. Like the current study, this underscores the acceptability of interactive, student-based programming. In contrast to the current study, COOK participants recalled disliking some aspects of the program, including cleaning up and the time that it took to cook recipes. This difference may be a result of recipe choices, with the Food Literacy Boot Camp having recipes that utilized minimal cooking equipment and took only 30 minutes in total to complete. Dean and colleagues ³³ implemented similar methods among participants of a week-long cooking summer camp, Cook Like a Boss. Despite being slightly younger (mean age of 10 to 12 years) than the current study sample, their lesson content and delivery were comparable to the current study. Their results were similar to the current study with most participants considering Cook Like a Boss as enjoyable and all students reporting that they would attend the program again. Participants’ favorite aspects of the program included the interactive cooking portion, facilitators, and being able to socialize with their friends. ³³

Previous research indicates that food literacy boot camps are beneficial to students, but adolescents also desire an increased education of food literacy. Ronto and colleagues ¹⁹ found that adolescents generally did not understand what food literacy meant. Despite this, adolescents identified food safety and hygiene practices and understanding the difference between healthy and unhealthy foods as important skill sets. Similar to the current outcomes, students had a positive attitude towards cooking and healthy eating, yet participants expressed challenges in developing food skills at home, possibly due to time limitations or lack of parent/caregiver support. ¹⁹ The authors suggested that educators should be focusing on food and nutrition knowledge in the classroom as this was deemed by participants as being most important to healthy eating. Cohesively, these findings support the acceptability of food literacy programming for adolescents from rural areas.

Strengths and Limitations

This study has several notable strengths. The intervention was designed to provide comprehensive food literacy education to participants, including nutrition education, hands-on cooking skills, food safety, and physical activity knowledge, providing a holistic approach to improving health and well-being. Utilizing the University of Maine Teaching and Research Kitchen added a practical and experiential learning dimension to the intervention, allowing participants to actively engage in the learning process and apply their newly acquired skills in a realistic setting. Another strength lies in the program’s adaptability and relevance to rural, low-income communities. By selecting affordable, accessible, and nutrient-dense recipes, the intervention was designed to address barriers often faced by this population. The study’s mixed-methods design comprehensively evaluated the program’s effectiveness, feasibility, and likeability. The inclusion of adolescent’s perspectives added depth to the findings, highlighting the acceptability and impact of the program on participants’ knowledge, skills, and behaviors. These strengths contribute to the study’s ability to inform future programming to improve food literacy and healthy lifestyles among adolescents.

This study is not without limitations. Participants were a convenience sample of students enrolled in the UB program, which may limit the generalizability of the findings. The homogeneity of the sample, consisting predominantly of students with similar socioeconomic backgrounds, may not fully capture the diversity of perspectives found in broader populations. The rural location of the study may have also influenced the results. ³⁴ Living in rural areas presents unique challenges, including limited access to health resources, fewer opportunities for physical activity, and barriers to accessing fresh, healthful foods. ³⁴ These factors may have played a role in shaping the students’ behaviors and responses to the program and should be considered when interpreting the outcomes. Additionally, the sample size was based on attendance at the UB program and space accommodations. This led to a relatively small sample size. Due to this, results may be underpowered, causing Type II errors. To address this, authors employed Cohen’s d to assess the effect size of statistical assessments. Moreover, this study’s cross-sectional nature limits the ability to assess the long-term sustainability of the health behaviors promoted in this program. While participants reported positive changes in knowledge and behavior, the extent to which these changes are sustained over time remains unclear. The National Academies of Science, Engineering and Medicine recommends 40 to 50 hours of education for improved attitudes, behaviors and overall knowledge; ¹⁶ whereas the current curriculum was approximately 12 hours in length.

Implications for Research and Practice

Food literacy interventions, that incorporate experiential learning, have the opportunity to educate high school-aged students about food safety, dietary choices, and additional healthy lifestyle behaviors. Additionally, these initiatives can be successfully completed through collaboration with UB programming, which allows researchers to target high-risk populations, while also supporting higher education initiatives. Food literacy education ensures students are equipped with the proper knowledge and sustainable skill sets to advance them to the next stage of their lives, further reducing their risk for chronic diseases.^5-8 Findings support collaboration with established federal nutrition education programs such as EFNEP and the Supplemental Nutrition Assistance Program - Education (SNAP-Ed) to further reach adolescents from households with limited income and who are at risk for food and nutrition insecurity who may not have access to UB programming.

ORCID iDs

Amelia Sullivan https://orcid.org/0009-0003-9729-5721

Mona Therrien-Genest https://orcid.org/0000-0002-5814-4221