Effects of a Virtual Nutrition Intervention on Montessori Teachers' Nutrition Role Modeling Abilities and Classroom Practices

BACKGROUND: Early childhood is a critical period for establishing lifelong habits, and the presence of healthy role models can play a pivotal role in shaping children's nutrition-related behaviors. The Teacher Education and Classroom Habits (T.E.A.C.H.) Study aimed to improve teachers' nutrition knowledge, beliefs, and behaviors. METHODS: Ninety-five early childhood Montessori teachers from 45 schools across 24 US states participated in a virtual nutrition intervention with synchronous and asynchronous learning modalities. Hierarchical linear modeling was utilized to evaluate changes in nutrition knowledge (NK), nutrition self-efficacy (NSE), nutrition teaching self-efficacy (NTSE), cultural competence (CC), classroom-eating behaviors (CEB), classroom food practices (CFP), nutrition teaching practices (NTP), and teacher-parent communication (TPC). RESULTS: Significant improvements from baseline (week-0) to post-intervention (week-6) were observed in NK, NSE, NTSE, CC, NTP, and TPC. Aside from NSE, sustained changes at follow-up (week-12) were observed in all variables. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Findings suggest that implementing flexible nutrition training as part of teacher professional development may support long-term improvements in classroom practices and promote equitable access to school-based health initiatives. CONCLUSION: This study demonstrates that a virtual nutrition intervention for teachers, with combined synchronous and asynchronous learning, can lead to sustained improvements in teachers' nutrition-related role modeling abilities and classroom nutrition practices.