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Brazão, M., Saraiva, M., Garrido, M. V. & Prada, M. (N/A). Eating habits and sugar intake in basic school children: Teachers’ perspectives and contributions. Teachers and Teaching, N/A. https://doi.org/10.1080/13540602.2026.2703797

M. Brazão et al.,  "Eating habits and sugar intake in basic school children: Teachers’ perspectives and contributions", in Teachers and Teaching, vol. N/A, N/A

@article{brazãoN/A_1792205903721,
	author = "Brazão, M. and Saraiva, M. and Garrido, M. V. and Prada, M.",
	title = "Eating habits and sugar intake in basic school children: Teachers’ perspectives and contributions",
	journal = "Teachers and Teaching",
	year = "N/A",
	volume = "N/A",
	number = "",
	doi = "10.1080/13540602.2026.2703797",
	url = "https://www.tandfonline.com/journals/ctat20"
}

TY  - JOUR
TI  - Eating habits and sugar intake in basic school children: Teachers’ perspectives and contributions
T2  - Teachers and Teaching
VL  - N/A
AU  - Brazão, M.
AU  - Saraiva, M.
AU  - Garrido, M. V.
AU  - Prada, M.
PY  - N/A
SN  - 1354-0602
DO  - 10.1080/13540602.2026.2703797
UR  - https://www.tandfonline.com/journals/ctat20
AB  - The school and its agents play a role in children’s nutritional education. This study explored the perceptions of Portuguese schoolteachers (grades 1–9; N = 563) regarding their students’ eating habits, including sugar consumption, and their role in promoting healthy eating and reducing sugar intake. Through a nationally distributed online survey, we collected quantitative (e.g., healthfulness ratings of school food offers) and qualitative data (e.g., open-ended questions about students’ characteristics that trigger attention to students’ dietary patterns). Less than half of the teachers reported that their school is committed to programmes promoting healthy eating or provides recommendations about food brought to school. However, most teachers include nutrition-related topics in their classes. Teachers considered the food available to students unhealthy, particularly high in sugar, and associated sugar intake with negative health outcomes. They also identified barriers (e.g. students’ low socioeconomic status) and facilitators (e.g. teachers’ high nutritional literacy) that can reduce children’s sugar intake. Teachers acknowledged their role in promoting students’ healthy eating habits. These findings suggest that teachers are open to promoting healthy eating and reducing sugar intake in the school environment. Future interventions should empower teachers (e.g., training, resources) to implement effective strategies to improve children’s eating habits.
ER  -