Examining the Efficacy of Post-Primary Nutritional Education Interventions as a Preventative Measure for Diet-Related Diseases: A Scoping Review

Globally, unhealthy dietary behaviours are consistently seen to significantly contribute to the burden caused by diet-related diseases (DRDs). This is particularly evident among adolescents, a demographic that are at a critical stage of development for lifelong eating habits. This study aims to map the efficacy of post-primary school-based nutritional education (NE) interventions in the modification of adolescent dietary behaviours. A scoping review methodology was implemented, following the Joanna Briggs Institute framework, and adhering to PRISMA-ScR guidelines. Peer-reviewed research from 2015 to 2024 was thoroughly searched using the PubMed and Scopus databases, with inclusion criteria centred on school-based NE interventions aimed at changing post-primary students’ eating habits. In total, 50 studies were selected for analysis, which were then further categorised into five key intervention approaches: knowledge and behaviour-focused programmes, DRD-specific interventions, gamified or interactive learning methods, peer-led or externally facilitated programmes, and school food environment modifications. The findings indicate that structured NE interventions, particularly those incorporating behavioural theories, show positive outcomes in enhancing adolescent dietary knowledge and self-efficacy. The gamified interventions and interactive approaches demonstrated high engagement among participants, but the success of long-term changes was varied. The interventions addressing DRDs, especially obesity, showed significant impacts when combining educational components with structural modifications to school food environments. Peer-led models improved relatability and participation rates but faced challenges in terms of standardisation and repeatability. While school-based NE interventions effectively improve adolescent nutritional knowledge and behaviours, future research should focus on long-term follow-up assessments to determine the sustainability of these changes. These findings offer valuable insights for educators designing curricula, policymakers developing school health strategies, and practitioners seeking to implement feasible, evidence-based nutrition programmes in diverse educational settings.