Association Between Inclusive Educational Environments and Food Allergy Comprehension Among Preschool Children: A Quasi-Experimental Digital Intervention Study.

Background/

Objectives

This study examined whether sharing a class with a peer with physician-diagnosed food allergy (FA) was associated with post-intervention FA comprehension among preschool children.

Methods

A four-month ARCS motivation model-based digital nutrition education program was delivered to 163 five-year-old preschoolers from nine public kindergartens. The program provided instruction on knowledge of balanced diets and FA. Preschoolers were classified as inclusive (at least one peer with physician-diagnosed FA in the same class; n = 75) or non-inclusive (n = 88). Dietary balance and FA comprehension were assessed using illustrated worksheets. Ordinal logistic generalized estimating equations (GEE) accounted for clustering within kindergartens.

Results

The inclusive environment was associated with higher FA comprehension (Wald χ2(1) = 4.750, p = 0.029; OR = 4.219, 95% CI: 1.156-15.399), whereas no association was observed for dietary balance (Wald χ2(1) = 0.053, p = 0.818; OR = 0.912, 95% CI: 0.414-2.008).

Conclusions

The presence of a peer with FA was associated with higher post-intervention FA comprehension.