Almost 100 teachers and staff in special education (BSO, SO, VSO and PRO) completed a survey on food education following the call on this website. The results were compiled in a Factsheet and subsequently discussed during an expert meeting. Teachers and staff believe that special education has a role to play in promoting healthy and sustainable eating behaviour. Additional attention to food education in special education is needed because, according to the teachers and staff, as many as 40% of pupils are overweight and no suitable teaching materials are available for their type of education. For a long-term impact, it is important that children learn what healthy food is and how they can make healthy and sustainable food choices. This can take the form of regular classroom lessons, but the preference is for practical activities centred on experiencing things and actively getting involved. Teachers also see opportunities to involve parents in food education in a positive way, thereby inspiring and motivating one another.

The common thread that emerged from the needs assessment and expert meeting is that schools recognise the need to provide food education, but that no suitable teaching materials are available. Suitable materials and more attention for this group of children would be enormously helpful, especially given the limited time and resources in education.

Concrete wishes for and from special education

  • Adapting teaching materials is always necessary, but a basic set of materials that can easily be adapted to the appropriate level, duration and world of experience would help.
  • A central information and inspiration hub could make useful teaching materials easier to find and serve as a platform for teachers to share adapted lessons with one another.
  • Support, knowledge and the availability of teachers and parents are needed to give food education a structural place in the timetable. Not an occasional lesson here and there, but an integrated approach supported by the entire team.
  • The strength of teachers lies in their teaching skills, not necessarily in the subject knowledge required to provide food education. Engaging partners, parents as role models and guest teachers, and facilitating excursions can help convey the right knowledge.

Next steps

Various providers of teaching packages are currently working to meet the needs of teachers and staff for adapted food education materials for special education. The Louis Bolk Institute is supporting this work through research.

Would you like to share tips, feedback or topics for a follow-up? You can respond by emailing Femke Hoefnagels ([email protected]).