Enhancing Nutritional Knowledge and Dietary Practices among Middle School Children: Evidence from Educational Interventions in Delhi and Chandigarh, India

Abstract Aim To assess nutritional knowledge and eating practices of middle school children (grades 5–8) in Delhi and Chandigarh, and evaluate the impact of a structured educational intervention. Background Growth and habit formation are key in childhood and adolescence. Neglectful dietary habits have led to malnutrition and an association with non-communicable diseases (NCDs) including obesity, diabetes, and cardiovascular diseases in children. Schools provide an ideal platform for promoting healthy behaviours. Methods One-time interventional study included 208 students (104 per city) randomly selected through stratified sampling. Knowledge, dietary practices, and hygiene were measured in the pre- and post-intervention questionnaires. A 20–30-minute interactive session on balanced nutrition (balanced nutrition, nutrient roles, healthy eating habits, hygiene) was conducted. Data analysis was done using SPSS; Spearman correlations were conducted to investigate associations between knowledge and practice. Results Before the intervention, 70% of students lacked adequate knowledge, dietary practices, and hygiene. Knowledge improved post-intervention to ≥ 95%, daily breakfast and handwashing reached 100%, fruit and vegetable intake tripled, and fast food/sweets consumption decreased markedly. Although socioeconomic and contextual factors affected outcomes, increased knowledge had a positive correlation with healthier dietary practices. Conclusion A brief, systematic intervention at the school level greatly improved nutritional knowledge and impacted dietary and hygiene behaviour positively. These results confirm the potential of incorporating nutrition education in school programs to curb malnutrition and NCD risk through POSHAN 2.0 and NEP 2020.