J Nutr Educ Behav. 2025 Oct 28:S1499-4046(25)00427-0. doi: 10.1016/j.jneb.2025.09.004. Online ahead of print.
ABSTRACT
OBJECTIVE: To describe the intervention and research methods of the Teacher Education and Classroom Habits (TEACH) study, a social cognitive theory-based virtual nutrition intervention program for Montessori teachers to enhance teachers’ personal and classroom nutrition beliefs and behaviors.
DESIGN: This 12-week study will employ a cluster-randomized control design with a delayed intervention for the control group.
SETTING: Montessori schools across the US with early childhood programs.
PARTICIPANTS: Early childhood teachers will be recruited from approximately 29 Montessori schools across the US and randomized at the school level.
INTERVENTION: The TEACH study will provide culturally focused nutrition education for Montessori teachers over 6 weeks, consisting of 4 program components, including an interactive online platform, live virtual education sessions, a Montessori-based nutrition curriculum, and parent education handouts.
MAIN OUTCOME MEASURES: Using validated survey measures, changes in teachers’ nutrition knowledge, nutrition self-efficacy, nutrition teaching self-efficacy, cultural competence, classroom eating behaviors, classroom food practices, nutrition teaching practices, and teacher-parent communication will be assessed at 3 timepoints (i.e., baseline, week 6, and week 12).
ANALYSIS: Stepwise linear regressions will be used to assess relationships between baseline variables. Multilevel modeling will be used to determine the impact of the intervention. Statistical significance set at P ≤ 0.05.
PMID:41159997 | DOI:10.1016/j.jneb.2025.09.004
