1. i
Postgraduate Masters of Education in Primary Education
Dissertation Cover Page
Name: Brendan Kealy
Student Number: 20000971
Student Cohort: Sept. 2014 (Cork B)
Assessment Title:
The effectiveness of healthy
eating initiatives in Irish primary
schools: Kerry
Word Count as per assessment
details: 10,000
Assessment Word Count (excl.
title page, appendices, &
references): 10,946
Submission Date: 09/05/16
I agree that I have researched and written the work submitted in this
assessment, and that the work submitted is my own. Any information and
opinions drawn from other sources are attributed by means of a reference to
that source. √

2. ii

3. iii
The effectiveness of healthy eating
initiatives in Irish primary schools: Kerry
Brendan Kealy
Presented in partial fulfilment of the requirements for the award
Professional Master Education Primary School
Submitted to Hibernia College
Dublin
2016

4. iv
Declaration
I declare that this thesis that I now submit for assessment on the programme of study
leading to the award of Master of Arts in Teaching and Learning has not been submitted
as an exercise for a degree at this or any other college. It is entirely my own work and
has not been taken from the work of others, save the extent that such work has been cited
and acknowledged within the text of my work.
I agree to deposit this thesis in Hibernia College's institutional repository or allow the
library to do so on my behalf, subject to Irish Copyright Legislation and Hibernia
College Library conditions of use and acknowledgement.
Signed……………………………………………… Dated…05/05/16……………..
(As your project will be submitted digitally, the signature will be scanned).'
Student
Supervisor
_________________________
Brendan Kealy Jacqueline Skelly
Dublin January 2016

5. v
Abstract
Background: Childhood overweight, obesity and general malnutrition has become a topic
a huge importance and relevance in recent times. Poor nutrition in children has been
shown to adversely affect their academic and socialising abilities as well as increase their
risk of future health complications. Current international statistics show that despite best
efforts it is still a growing concern. Schools have been identified as the ideal medium to
help address the problem.
Objective: This study aims to analyse the effectiveness of recent and current healthy
eating initiatives in Irish primary schools and to gain a better understanding of the issues
being faced by schools in successfully educating about this topic by speaking to teachers
from two schools with different demographics in the Co. Kerry region of Ireland.
Design: The study uses a mixed methods approach in order to gain an understanding
from teachers about their views, experiences and suggestions on the topic of healthy
eating habits in primary schools. A questionnaire and individual interviews were the
methods employed by the researcher in order to obtain a more detailed understanding of
the topic.
Results: The study was based on questionnaires answered by eight teachers. Analysis of
the quantitative and qualitative data showed a severe lack of training for teachers on the
area of healthy eating which resulted in less than optimal confidence levels in teaching
about the topic. Education and engagement on the part of teachers and particularly
parents developed as a major theme of the study. A perception became evident that the
area of healthy eating is currently ranked very low on the list of priorities in the Irish
education system. There is, however, good interest and enthusiasm from teachers in
making improvements in this area.
Conclusion: Teachers need to be supported in the implementation and education of
healthy eating habits through adequate professional development training. Schools need
to be proactive in educating parents about healthy eating habits, how to apply them to
their lives and engaging them in order to comply with initiatives. Also, there needs to be

6. vi
more of a focus and priority put on the area of educating, not promoting, children and
families about healthy eating habits. A higher priority level will have positive knock-on
effects.

7. vii
Dedication
I wish to dedicate this to my wife Catherine who has been an unbelievable support
throughout this entire project.

8. viii
Table of Contents
1 Chapter 1 - Introduction............................................................................................ 12
1.1 Background to the research.................................................................................12
1.2 Aim of the research.............................................................................................13
1.3 Guide to research methodology...........................................................................13
1.4 Outline of chapters……...………………………………………………….......13
2 Chapter 2 – Review of the Literature........................................................................ 15
2.1 Introduction.........................................................................................................15
2.2 Definition of terms ..............................................................................................16
2.3 Overweight and obesity in an Irish context.........................................................18
2.4 Impact of diet on educational performance……………………………………19
2.5 Healthy eating initiatives in Irish primary schools………………………….....21
2.6 The role of parents and teachers in children's eating habits…………………...22
2.7 Conclusion……………………………………………………………………..23
3 Chapter 3 – Methodology ......................................................................................... 24
3.1 Introduction.........................................................................................................24
3.2 Research settings and participants..........................................................................24
3.3 Focus of the inquiry ...............................................................................................25
3.4 Research Procedure.............................................................................................26
3.5 Selection of methodology....................................................................................26

9. ix
3.5.1 Mixed method approach……………………………………………………….26
3.5.2 Quantitative data……………………………………………………………....27
3.5.3 Qualitative data……………………………………………………………….27
3.6 Research methodology........................................................................................28
3.6.1 Action research………………………………………………………………...28
3.6.2 Questionnaires…………………………………………………………………28
3.6.3 Interviews……………………………………………………………………..28
3.6.4 Researcher's log………………………………………………………………29
3.7 Reliability and validity........................................................................................29
3.8 Data collection techniques ..................................................................................30
3.9 Data analysis .......................................................................................................30
3.10 Possible limitations .............................................................................................30
3.11 Piloting ................................................................................................................30
3.12 Triangulation.......................................................................................................31
3.13 Conclusion……………………………………………………………………..31
4 Chapter 4 – Results and Findings ............................................................................. 32
4.1 Introduction.........................................................................................................32
4.2 Knowledge and experiences of teachers .............................................................32
4.2.1 Knowledge of nutrition and confidence in teaching about healthy eating……..32
4.3 Attitudes of teachers and parents ........................................................................36
4.3.1 Teacher traning………………………………………………………………..36

10. x
4.3.2 Parents' knowledge…………………………………………………………….36
4.3.3 Parents' level of interest in healthy eating habits……………………………...36
4.3.4 Teachers as role models……………………………………………………….37
4.3.5 Lunch breaks in schools………………………………………………………38
4.3.6 Teachers' personal attitudes towards healthy eating practices………………..38
4.4 Policies and initiatives in School X and School Y…………………………...40
4.4.1 The Food and Nutritional Guidelines for Irish Primary Schools……………..40
4.4.2 Food available in schools……………………………………………………..40
4.4.3 Current healthy eating initiatives……………………………………………..40
4.4.4 Main obstacles to successfully promote healthy eating habits for children…..42
4.4.5 Successful initiatives in the past……………………………………………...43
5 Chapter 5 – Discussion ............................................................................................. 46
5.1 Introduction.........................................................................................................46
5.2 Returned questionnaires and levels of engagements...........................................46
5.3 Professional development of teachers in relation to healthy eating……………46
5.4 Engagement with parents………………………………………………………47
5.5 The importance of role models………………………………………………...48
5.6 Current policies and initiatives………………………………………………...49
5.7 Conclusion……………………………………………………………………..51
6 Conclusion ...............................................................Error! Bookmark not defined.2
6.1 Introduction…………………………………………………………………….52
6.2 Conclusions…………………………………………………………………….52

11. xi
6.2.1 Teacher training………………………………………………………………..52
6.2.2 Prioritising healthy eating……………………………………………………...52
6.2.3 Engagement with parents………………………………………………………53
6.3 Limitations……………………………………………………………………..53
6.4 Recommendations……………………………………………………………...53
7 Bibliography.............................................................................................................. 53
8 Appendices................................................................................................................ 61

12. 12
“Let food be thy medicine and medicine be thy food.” - Hippocrates
1. Introduction
1.1 Backgroundto the topic
Malnutrition has traditionally been associated with third world countries,
underdeveloped regions and poverty. However, a look at the definition of the
word malnutrition shows that it is now also a problem in the more developed
countries and in some cases even more so:
“physical weakness and bad health caused by having too little food, or too little
of the types of food necessary for good health” – Cambridge Dictionary.
“Lack of proper nutrition, caused by not having enough to eat, not eating enough
of the right things, or being unable to use the food that one does eat” – Oxford
Dictionary.
This is not due to lack of food, it is due to a lack of the right foods. Some of the
consequences of this are overweight and obesity which leads to further health
complications. Overweight and obesity in children is a growing problem
worldwide, including in Ireland. Research is now also showing that poor nutrition
can lead to issues such as behavioural issues, cognitive functioning and poor
academic performance (Del Rosso & Marek, 1996; Jyoti, Frongillo and Jones,
2005). They are issues that can be prevented, however. Efforts have been made
and continue to be made in schools through both national and individual
initiatives with many of these being described as successful at the time. Yet, the
statistics show that the issue is still on the rise. There has been limited research
from the perspective of teachers at a very localised level to find out why these
healthy eating initiatives are not becoming daily habits for children and what, in

13. 13
the teachers’ opinion, could and should be done to ensure such initiatives have a
better, longer lasting impact on our future generations.
1.2Aim of the research
From personal experience of the researcher, as well as anecdotal evidence from
conversations with parents and teachers, the aim of the research was decided
upon. This aim was to obtain the views of teachers working in demographically
different areas in relation to healthy eating policies and initiatives in their schools
as they are being tasked with implementing such policies and trying to improve
the habits of the children. Therefore, the research question was:
‘What should be done at a local level in order to encourage lifelong healthier
eating habits for children in Primary Schools?’
1.3Guideto the research methodology
In order to achieve the goal of the research, a mixed methods approach was
utilised. Quantitative and qualitative data was obtained through the use of a
questionnaire with all participants. An interview with each participant was then
carried out in order to delve deeper into certain areas and increase understanding
of important points. The data was then analysed and prioritised by the researcher.
The research was conducted with eight participants in total, four each from two
different schools in the Kerry region.
1.4 Outlineof the chapters
The research project has been divided into six chapters. Chapter One provides an
introduction to the dissertation, gives a background on the topic and outlines the
aims and methods used during the research.

14. 14
Chapter Two offers an overview of the literature relevant to the topic from both a
national and international viewpoint. It aims to provide definitions and
explanations for some of the key terms used throughout the research. Following
on from this the review focuses on some of the issues in an Irish context and
outlines literature relating to the impact of nutrition of educational performance.
Finally, the chapter covers the role of parents and teachers on this topic and
finishes with a conclusion on the points covered.
The methods of research that were used to address the research question are
comprehensively explained in Chapter Three. It begins with an introduction
which gives a brief summary of the literature review and mentions the main
methods that are to be used in the carrying out of the research. Information about
the research setting and participants is outlined first of all, followed by an
explanation of the focus of the inquiry. The research procedure, selection of
methodologies and detailed explanations of these methodologies, along with the
study’s limitations and recommendations are then explained.
Chapter Four presents the results and findings from research that was carried out
using the methods outlined in the previous chapter. A mixture of text and graphs
is used in order to present the data as clearly as possible.
These results and findings are then discussed in detail by the researcher in
Chapter Five. The researcher discusses the findings in relation to the relevant
literature, research and guidelines already available on the topic and in certain
cases highlights potential implications and explanations for some of these
findings.
Chapter Six draws conclusions from the discussion on the findings from the
research. Limitations of the research are acknowledged and recommendations
made.

15. 15
2.Review of the Literature
2.1 Introduction
The topic of children’s health has drawn a lot of attention in recent years and a lot of
research has been conducted globally from various perspectives in education, nutrition and
health. Jyoti, Frongillo and Jones (2005) looked at children’s relationship with food and its
impact on academic performance while O’ Toole et al (2007) and Friel et al (1999) studied
the overall health of children through the lens of the education system. Much of the work on
this topic is often spoken of in global or European terms with broad figures often mentioned,
acting more as a guideline rather than specific information. Research related specifically to
Ireland and Irish primary schools is available and some very good work has been conducted
on the area. Horne et al (2008) provides an insight into the government’s Food Dudes
intervention which was rolled out nationwide in Irish Primary schools in 2008/2009.
Likewise Mooney, McCloat and Blackeney (2014) examined the experience of teachers
incorporating healthy eating into their curriculum. However, despite such fantastic work at
European and national level there is a dearth of research focused at a localised level in
Ireland in relation to the effectiveness and success of various healthy eating and health
promotion policies and initiatives. For a small country Ireland boasts a lot of diversity and
cultural differences at a local level. For example, with a population of just 4.6 million people
the variation in accents and cultural differences between townlands and counties plus the
strength of ‘the parish’ in Irish culture is testament to this. This raises questions about the
validity of a ‘one size fits all’ approach to healthy eating policy-making. Therefore, this
study aims to look at ‘The Effectiveness of Healthy Eating Initiatives in Primary schools:
Kerry’ by focusing primarily on answering the following research question:
What should be done at a local level in order to encourage lifelong healthier eating
habits for children in Primary Schools?

16. 16
2.2 Definition of terms
Overweight and obesity:
The World Health Organisation (WHO) defines overweight and obesity as
“abnormal or excessive fat accumulation that may impair health” (WHO, 2015). The
Harvard School of Public Health (2016) uses a basic literal definition to describe
these terms as “having too much body fat”. Some institutions, such as the U.S.
National Library of Medicine, go a step further by differentiating between
overweight and obesity. They describe obesity as “having too much body fat” and
overweight as “weighing too much” (Kaneshiro, 2014). In Ireland, the Irish Heart
Foundation defines obesity as “a disease in which excess body fat has accumulated to
an extent that health is adversely affected” (Irish Heart Foundation, 2015). The vast
majority of Irish organisations and research tend to adopt one of the international
definitions which have been aforementioned.
As well as such literal definitions, O’ Neill et al (2007) outline a number of
techniques that can be used to define and measure obesity and overweight such as
dual-energy, x-ray absorbtiometry and magnetic resonance imaging. However, these
methods can be laborious and expensive. Alternatively, body mass index (BMI) is
acknowledged and accepted as a valid, reproducible method. Therefore, BMI is used
as a measure to quantify obese and overweight in individuals. BMI is a simple index
of weight-for-height that is commonly used. This measure is calculated by obtaining
the person’s weight in kilograms and dividing by the square of his/her height in
metres (kg/m²). To define overweight and obesity in BMI terms, the WHO states that
a BMI greater than or equal to 25 is overweight and a BMI greater than or equal to
30 is obese. The Irish Heart Foundation (IHF) guidelines state that a BMI of 25-29.9
is overweight, greater than 30 is defined as obese and greater than 40 is defined as
morbidly obese (IHF, 2013). However, BMI should be considered as a rough guide
because it may not correspond to the same degree of fatness in different individuals.
For example, an individual with large muscle mass may be defined as obese

17. 17
according to BMI measures (WHO, 2015). Another factor to consider is that
measuring body fat and diagnosing obesity in children is different than measuring
and diagnosing these conditions in adults. This is due to the fluctuation in body fat
levels depending on age and also the fact that girls and boys have different amounts
of body fat (U.S. National Library of Medicine, 2014). Therefore, a special chart is
used to determine how healthy the weight of the child is. This compares the BMI
score of the child to that of 100 other children of the same age and sex. According to
this, a BMI in the eighty-fifth to ninety-fourth percentile for age and gender is
considered overweight, whilst a BMI in the ninety-fifth percentile or higher is
considered obese (Harvard School of Public Health, 2016). Despite the importance
and relevance of BMI testing for children it is not a diagnostic tool. It is used as a
screening operation to indicate whether further assessments will be necessary to
accurately clarify body fat levels (Nolan, 2016).
For the purposes of this work and to ensure clarity and consistency throughout,
the author will use the literal definition of the WHO and the universally accepted
BMI calculation method for children in relation to the terms ‘obesity’ and
‘overweight’.
Healthy eating
Shepherd et al. (2006) state that healthy eating contributes to an overall sense of
well-being but with so many differing theories and diets prevalent nowadays
defining the term can be quite a complex task. The National Health Service
(NHS) in the United Kingdom describes a healthy diet as “eating a variety of
foods in the right proportions, and consuming the right amount of food and drink
to achieve and maintain a healthy body weight”. This is an adequate definition
although some literature does contend that a seemingly healthy body weight
doesn’t necessarily constitute a healthy body. The WHO defines good nutrition as

18. 18
“an adequate, well-balanced diet combined with regular physical activity”. From
the extensive research that has been conducted on the topic there appears to be an
effort made to define the term ‘healthy eating/diet’ in a simplistic way to ensure
that people are not confused or discouraged by it. However, this has also led to
some vague definitions. Margetts et al (1997) highlight that people in different
countries have different understandings of what ‘healthy eating’ actually means.
Undoubtedly traditions, customs and beliefs contribute towards different
guidelines in different regions. Therefore, for clarity the author will adopt the
aforementioned WHO definition here-to-fore.
Policy and initiative
For the purpose of clarity the author will use the following definitions from the
Cambridge Dictionary for these terms:
Policy: “A set of ideas or a plan of what to do in particular situations that has
been agreed on officially by a group of people, a business organisation, a
government or a political party.”
Initiative: “A new plan or process to achieve something or solve a problem.”
2.3Overweightand obesityin an Irish context
The European Health Consumer Index has ranked Ireland twenty-first out of thirty-
five countries examined in relation to prevalence o overweight and obesity, down from
fourteenth in 2014 (RTE News, 2016). According to the Health Service Executive (HSE)
in Ireland this poor ranking is due to a lack of capacity and capability to meet the current
and emerging trends of the population. As well as this, Ireland has been ranked in fifth
place among twenty-seven EU countries for childhood obesity (O’ Regan, 2013) with
one in four children in Ireland now classed as being overweight or obese (Department of
Education and Skills, 2016). Traditionally, throughout history under-nutrition and food

19. 19
scarcity have been major threats to children’s well-being and parental feeding practices
have evolved in response to those threats. However, nowadays the balance has moved
from scarcity to food excess and over-consumption becoming a new threat (Birch,
Savage and Ventura, 2007). A WHO report published in 2013 shows that current trends
are indicating that Ireland is on course to become the most obese country in Europe by
2030, with the number of obese and overweight men projected to rise to eighty-nine per
cent with a corresponding eighty-five per cent of women falling into this category
(Flaherty, 2015). Therefore, unless focus is given and interventions put in place the
already under pressure health system is going to fall under even more burden. Mooney,
McCloat and Kelly-Blackeney (2014) state that health departments consistently identify
schools as “one of the best mediums for improving the health and nutrition of
children…in order to reduce the risk of later chronic diseases.” As a response to such
statistics the Department of Health is leading an agenda titled ‘Healthy Ireland’. Circular
0013/2016 from the Irish Department of Education and Skills outlines the vital role that
schools and the wider education sector play in contributing to this agenda (Department of
Education and Skills, 2016). There are now health-related policies in place at both
national level and in individual schools throughout the country. Therefore, the aim of this
research is to focus on a specific region of the country and gather information from
teachers at a localised level to ascertain whether statistics such as these are the case from
their experience in their locality, what has worked well in their experience and what they
feel can and possibly should be done to help improve the situation in their own school.
2.4Impactof diet on educationalperformance
The academic performance of children impacts their future educational attainment and
health and has therefore emerged as a public health concern. A number of factors are
recognized as affecting school performance including gender, ethnicity, quality of school
and school experience, nutrition, child health, and socioeconomic factors (Florence,
Asbridge & Veugelers, 2008). It is widely acknowledged in many spheres nowadays that

20. 20
nutrition has knock-on effects for both young and old in all aspects of life. The ever-
increasing amount of research that has been conducted on the area of childhood nutrition,
obesity and educational performance and outcomes is an indicator of the importance that
this topic is being given nowadays. Mooney et al (2011) draw from Brown (2007) in
stating that good nutrition during childhood is of paramount importance if children are to
achieve their full genetic potential for growth, development and health. Insufficient
consumption of healthy, nutritious foods among six to twelve year olds has been
associated with poorer mathematics scores, grade repetition, absenteeism, tardiness,
visits to a psychologist, anxiety, aggression, psychosocial dysfunction, and difficulty
getting along with other children (Jyoti, Frongillo & Jones, 2005). In a study by Harte et
al. (2015) It was found that in children as young as five to eight years old fifty-nine per
cent said that they would like to be thinner or smaller, which leads to issues relating to
self-esteem and self-confidence. This in turn can affect how the child socialises and their
overall performance in school due to this negative self-image. Brown and Summerbell
(2009), in their systematic review of the literature and school-based interventions, state
that the rate of publications to prevent obesity in school children is increasing
dramatically. Twenty-three studies were identified between 1990 and 2005, and an
additional 15 studies between 2006 and 2007. This trend has continued ever since and
has broadened to include wider issues associated with poor nutrition in children such as
behavioural issues and concentration levels as well as the issues mentioned previously.
Traditionally, much of the focus was mainly on the link between childhood overweight
and adult obesity and preventing this for health reasons. Florence, Asbridge and
Veugelers (2008)state that academic performance influences future educational
attainment and income, which in turn influence overall quality of life and health.
Therefore, focusing on maintaining a healthy weight should be part of an overall goal of
optimising healthy nutrition for children in order to give them the best chance possible to
progress through both their educational life and personal life.

21. 21
2.5Healthy eating initiativesin Irish PrimarySchools
As part of the ‘Healthy Ireland’ agenda being led by the Department of Health
schools are being encouraged to place more of an emphasis on health initiatives.
However, only forty per cent of primary schools are participating in the national
‘Health Promoting Schools’ initiative which is being led by the HSE and Department
of Health (Department of Education and Skills, 2016). On the other hand, the
Lifeskills survey (2012) shows that primary schools have been very active on their
own initiative in the area of healthy eating and health awareness. The findings
showed that the majority of schools promote healthy lunches, have their own healthy
eating policies and provide information to pupils on the importance of good nutrition
(Keaver, 2014). The Food Dudes healthy eating programme is the main programme
being implemented on a nationwide basis at present. It was initially rolled out
nationally in 2007 and is being rolled out for a second time now. Much research was
conducted on the Food Dudes initiative during its first roll-out - Horne, P.J. et al.
(2008), Horne, P.J. et al. (2007), Bord Bia (2007). The findings showed that ninety-
eight per cent of schools in the primary sector completed the programme and it was
deemed a success overall upon evaluation of the findings. Despite these findings and
the success of the previous initiatives however, overweight, obesity and poor
nutrition is still a growing problem in Ireland. The ‘Incredible Edibles’ programme is
another initiative set up to complement current policies and activities and is run by
Agri Aware (Department of Education and Skills, 2016). It educates pupils about
food origin, the importance of fruit and vegetables, food quality and how to grow
their own food. McCullagh et al. (2004) states that children have a preference for
practical food and nutrition lessons, a point that is also reinforced by Mooney et al.
(2011), and that a practical, hands-on approach to learning about healthy eating is
required alongside some of the other initiatives. . Harte et al. (2015) suggest that
information and education about body image is another imperative factor that should
be included in any future interventions.

22. 22
2.6The role of parentsand teachers in children’s healthy eating habits
In terms of contact time with children, parents and teachers are the primary
caregivers and as such are ideally situated to influence children to make positive
choices. Seaman et al (1997) contend that children’s eating habits are ultimately
determined by their parents. Schools and teachers can implement policies and
initiatives but it is imperative that parents and guardians are supportive and
encouraging of these programmes as they are the ones implementing it and
reinforcing it in the home environment. In a study by Hart et al (2015) the authors
found that early childhood professionals suggested a stronger focus is needed on
educating parents about strategies to encourage healthy eating and to develop their
own healthy eating habits. They concluded that parents understand the basic
components of healthy eating but they require guidance on how to implement it
effectively. Share and Strain (2008) suggest that a re-think is required as to how
schools, parents and students can become active participants in the policy-making
and not just “subordinate partners in a consultation process”. Jennings, McEvoy
and Cornish (2011) contend that extra training is needed on the part of staff whilst
education on the topic of healthy eating is necessary for parents. This was evidenced
in the authors’ findings where twenty-three managers cited poor home diets, attitudes
and a lack of staff interest as obstacles to healthy eating implementation. Birch,
Savage and Ventura (2007) found that teachers and administrators reported that time-
constraints, other curriculum priorities and lack of financial resources are obstacles to
effective healthy eating programmes. The authors’ study suggests that an increase in
the use of positive social modelling is an indirect yet effective method of
encouraging healthier food habits.

23. 23
2.7Conclusion
From looking at the literature and research conducted on the topic of healthy eating
in general and in relation to primary schools it is clear that it is a very current topic
and one that is growing in importance every year. Research shows that it can be a
determining factor for the health of the pupils and overall quality of life of the pupils,
both now and in their adult lives. Statistics from some of the leading health
organisations as well as academic research are testament to this. In more recent years
the focus has broadened from primarily analysing overweight and obesity in children
to now include children’s academic performance and cognitive abilities as a result of
their nutrition. Feedback from recent healthy eating initiatives in Ireland claim that
they are successful, yet overweight, obesity and malnutrition is still a growing issue
in the country. There also appears to be a disconnect between educational
organisations, school staff and parents in relation to the effective implementation of
programmes, policies and initiatives. This paper aims to elicit from teachers at a local
level if this is the case in their experience and if so, why this is the case and what can
be done to improve the situation and achieve long-term improvements in children’s
healthy eating habits which in turn will reverse the downward spiral that appears to
be evident at present.

24. 24
3. Methodology
3.1 Introduction
The literature review highlights the prevalence of overweight, obesity and overall poor
nutritional habits in Irish society nowadays and defines what is meant by these terms. Across
the literature schools are identified as a crucial medium for educating children on the
importance of healthy eating habits. The focus has broadened with more recent literature also
analysing the impact of nutrition on children’s academic performance and overall quality of
life. Examples of some nationwide healthy eating initiatives in primary schools were given
in the literature review with parents also regarded as being crucial in the successful
implementation of any such policies and initiatives. Previous initiatives have been regarded
as successful yet the research states that there is still a growing trend of overweight, obesity
and malnutrition in young people nowadays. Therefore, the focus of this research is to find
out at a local level what is being done in primary schools to encourage healthier eating and
what current teachers feel could and should be done in order to improve the situation by
obtaining their views on the topic. The researcher will elicit the views, opinions and
experiences from a number of current primary school teachers from two different schools,
both from different demographics, based in County Kerry. This chapter will explain how the
data was collected, details of the participants and reasons for the methods used. Ethical
considerations will also be explained.
3.2 Research setting and participants
The research was conducted in two schools (School X and School Y) based in County Kerry
in the south-west of Ireland. Opportunity sampling was used (McLeod, 2014) as it was
deemed the most appropriate method. School X is an urban school with a teaching staff of
fifty-two, seventeen special needs assistants as well as a number of other support and
resource staff, and a student population of seven-hundred-and-fifty-two. The school caters
for a wide range of diversity among its pupils, many coming from different backgrounds and

25. 25
socio-economic levels. Four members of staff from School X took part in the research.
School Y is a rural school situated five miles from the nearest town. It has four full-time
teachers, including a teaching principal, three part-time resource teachers, two special needs
assistants and a pupil population of one-hundred. There is less diversity amongst the pupils
in School Y. The four teachers in this school agreed to take part in the research, three female
teachers and one male. Therefore, the total number of participants was eight teachers and
they varied in terms of their age, teaching experience and personal interests. This was
deliberate in order to ascertain whether data from teachers from different demographics
would show much variance.
3.3 Focus of the inquiry
The research was designed in order to explore the main topic of the research which is ‘The
effectiveness of healthy eating programmes and initiatives in Irish primary schools’. The
topic was decided on after much thought on the subject as well as a strong personal interest
in the area on the part of the researcher. Discussions with staff from a number of different
schools and also with people who work with children on a voluntary basis also helped to
inform the decision to focus on this topic. As stated previously, eating habits in Ireland are
becoming more topical nowadays and it was the view of the researcher that a study such as
this would be very relevant and could help to inform future work on the area. From
discussing the topic of children’s nutrition and reading the related literature it was clear that
there were numerous angles that one could come from. However, after the discussions it was
decided that the best approach would be to provide a starting point to help inform future
research on this topic and the best way to do this would be to elicit the views ad information
from those who are spending a lot of contact-time each day with children practically
implementing various programmes and policies related to improving their eating habits. The
overarching reason for deciding on the focus of this study is that statistics and anecdotal
evidence suggests that childhood health and obesity is still deteriorating despite best efforts
to improve. Therefore, it is anticipated that the findings from this research can be used to

26. 26
inform the various stakeholders in the area of children’s health and education about how to
practically implement future initiatives and what considerations they may need to take into
account.
3.4 Research procedure
Prior to beginning the research a letter was sent to the principal of both schools outlining the
nature of the research and assuring them of the confidentiality of the study for them
personally, their staff and school should they wish to participate.
Ethical clearance was applied for and subsequently granted by the Hibernia College Ethics
Committee. The research took place over a twelve week period. During this period none of
the participants withdrew. It involved initially a brief meeting with each participant to
explain the nature and requirements of the study and leaving the questionnaire with them. A
follow-up date was arranged to collect the questionnaire and hold an interview with the same
participants. These interviews took place in the participant’s school mostly after school
hours, with a couple taking place during lunch-break. The focus of the interviews was
predominantly the same as the questionnaires as it was decided by the researcher to
incorporate the triangulation approach (Casey & Murphy, 2009).
3.5 Selection of Methodology
3.5.1 Mixed Method Approach
The research in this study utilised both quantitative and qualitative research methods.
Creswell et al (2003) provide a representative definition of this type of approach as follows:
“A mixed methods study involves the collection or analysis of both quantitative and
qualitative data in a single study in which the data are collected concurrently or
sequentially, are given a priority, and involve the integration of the data at one or more
stages in the process of research.” Denscombe (2010), when highlighting some of the main
advantages for using the mixed method approach, states that the mixed or multi- method
approach allows findings to be corroborated or questioned by comparing the data produced

27. 27
by different methods. Therefore, the researcher decided the mixed method approach would
be best suited. However, a slightly greater emphasis was placed on the qualitative methods
due to the nature and objectives of the research. In some instances a quantitative question
was used as a lead-in to a qualitative question. This approach can give greater meaning to a
quantitative response.
3.5.2 QuantitativeData
Quantitative data is generally analysed in terms of numbers and therefore, results can be
analysed and interpreted with a greater deal of ease. Lund (2012) suggests that quantitative
methods often result in greater objectivity and generalisability than qualitative methods. The
quantitative aspect to the research was primarily in relation to the questionnaires. Whilst
there were a number of qualitative-focused questions on it the majority were quantitative in
their nature. The Likert scale approach was utilised regularly in the elicitation of quantitative
data. Bell (2010) suggests that the Likert scale can be useful “as long as the wording is clear,
there are no double questions, and no unjustified claims are made about the findings”. It was
used to measure certain answers and quantify responses in relation to topics such as personal
opinions and experiences.
3.5.3 QualitativeData
Qualitative data was also used in this study as a lot of the focus was on the teachers’ own
personal experiences and opinions. This method allowed the researcher to delve deeper into
certain areas, sometimes based on responses to quantitative questions. Lund (2012)
reinforces this experience of the researcher where he states that qualitative methods
ordinarily obtain greater depth than quantitative methods. Belk (2006) contends that the
quality of qualitative research is dependant up successful social interactions and he
emphasises the importance of appropriate etiquette during these encounters. The researcher
was very mindful of this at all times and it contributed to the quality of response from the
participants. As previously mentioned, there were some qualitative aspects to the
questionnaires, however, the majority of qualitative data was obtained during the interviews

28. 28
with the participants. Merriam (2002) suggests that one advantage of this approach is the
ability to gain further understanding through non-verbal as well as verbal communication.
The researcher took note of any significant non-verbal cues that occurred in order to enhance
understanding.
3.6 Research Methodology
3.6.1 Action research
Action Research is “a research methodology that takes account of the situation and context
in which the research takes place, which identifies a problem and attempts to solve it within
that context and allows for on-going evaluation and modification” (Cohen et al., 2007).
Elements of this approach were utilised. Although the researcher was not observing incidents
in ‘real time’, such incidents were elicited from the interviews with the teachers. In doing so,
the researcher was drawing on Denscombe (2010): “the aim of Action Research is to arrive
at recommendations for good practice that will enhance performance through changes to
operation.” The goal of this research is to obtain information from people on the frontline
that can be used to take action and to inform and improve the nature of and implementation
of future programmes.
3.6.2 Questionnaires
Questionnaires were distributed to the eight teachers participating (See Appendix). The
questionnaire was a method of gathering data based on topics such as the teachers’ own
experiences in relation to implementing healthy eating programmes, their own personal
attitudes towards healthy eating and the current statistics, their level of knowledge and
confidence on the topic, their attitude and their perception of parents’ attitudes towards
healthy eating habits. Analysis of the questionnaires helped to form the structure of the
interviews. The questionnaire produced both quantitative data (Likert scale questions) and
qualitative data (open-ended questions).

29. 29
3.6.3 Interviews
A semi-structured interview approach was adopted for each participant. The researcher drew
from Turner’s ‘General Interview Guide Approach’ (Turner, 2010). This allows for an
element of structure whilst maintaining flexibility to allow for adaptation to different
contexts and wording of questions. A set of questions was drawn up by the researcher which
was based on the feedback from the questionnaires. These questions provided a structure for
the interviews but each interview went in different directions as the researcher maintained an
informal conversational aspect during each interaction. Overall, the interviews enabled the
researcher to gain further insight into the questions asked in the questionnaire. The
beginning of each interview included an explanation of the research once more and
assurance of the confidentiality of the participant and data. Interviewees’ responses, both
verbal and non-verbal, were recorded in the ‘Researcher’s Log’.
3.6.4 Researcher’s log
The researcher used a log to take notes when analysing the data from the questionnaires and
during the interviews to record responses, comments and suggestions from the interviewees.
Notes were also taken on significant elements non-verbal communication during the
interviewees.
3.7 Reliabilityand validity
It is widely acknowledged that validity is imperative for any research to be deemed
worthwhile. Therefore, great effort was made by the researcher in the wording of questions,
both on the questionnaire and in the interviews, to ensure there was no bias on the part of the
researcher and so the participant wouldn’t be led in any way to a pre-desired conclusion.
Roberts, Priest and Traynor (2006) concluded that an attitude that seeks to ensure rigour in
all types of research is of paramount importance, hence, the researcher adhered to this advice

30. 30
during the planning, preparation and application of the research methods. Reliability refers
to the extent to which another researcher would obtain the same data. The questionnaires and
questioning technique used in this research ensure that this is the case with this research. The
anonymity and confidentiality of the questionnaires and data help to ensure the same level of
honesty would apply if they were to be used in any future research.
3.8 Data Collection Techniques
Data was collected from the questionnaires and from the subsequent interviews with the
same participants. A researcher’s journal/log was used throughout the research also.
3.9 Data analysis
The questionnaires provided both quantitative and qualitative data. The researcher followed
the model suggested by Wellington (2000) who suggests three stages of data analysis: data
reduction, data display and conclusion drawing. Wellington (2000) also suggests that data
obtained from questionnaires may provide a more truthful response than face-to-face
interactions. Therefore, data from the interviews were analysed against the participant’s
respective questionnaire in order to ensure a rounded response.
3.10 Possiblelimitationsto the study
Despite best efforts to ensure reliability and validity of the study potential limitations must
be acknowledged. Ideally, a larger sample size would have been used. A wider variety of
types of schools and demographics could also be used.
3.11 Piloting
“Piloting is an important tool in order to avoid methodological surprises, and authors who
use this research approach claim that it strongly increases the reliability and the validity of
their research. Doing a pilot study often helps the researcher to focus and adapt the
research better to the local situation…” (Gudmundsdottir & Brock-Utne 2010). For the

31. 31
purposes of this research the questionnaires were piloted on three teachers in different
schools and parts of the country than the schools in the study. This resulted in some minor
changes to the wording of some questions and the order of questioning.
3.12 Triangulation
Cohen et al (2007) define triangulation as “the use of two or more methods of data collection
in a study of some aspect of human behaviours”. The researcher employed the use of
triangulation in order to increase the level of understanding and credibility of the data
obtained as well as the overall credibility of the study. It was done mainly by covering some
questions both in the questionnaire and interviews.
3.13 Conclusion
This chapter explained the methodologies that were utilised in order to successfully carry out
the research. A mixed method approach was employed and the research setting, participants,
focus of inquiry and research procedure were all described. The methodologies were
outlined and discussed as were the areas of data collection, data analysis, reliability and
validity and potential limitations to the study.

32. 32
4. Results and Findings
4.1 Introduction
In this chapter both the qualitative and quantitative findings from the questionnaire and the
interviews are presented. The qualitative and quantitative data from the questionnaires along
with the qualitative data from the interviews were used to support each other. The researcher
has identified three main themes under which each question falls, therefore the findings from
the questionnaire and interviews are integrated and represented under each of these themes.
The researcher acknowledges that it is not always feasible to present all of the data obtained,
particularly the qualitative data, therefore, every effort has been made to prioritise and edit
the data in a clearly presentable manner. Although there were a lot of questions on the
questionnaire and in the interviews, many were variations of the one question based on the
same topic in order to gain a clearer understanding of the responses from the participants.
This has all been taken into consideration by the researcher for the purposes of presenting
the findings. This chapter is divided up into the three themes that the questioning was based
upon – Knowledge and experiences of teachers; Attitudes and interest of teachers and
perceived attitude and knowledge of parents; and Policies and initiatives. For the purposes of
confidentiality the urban school will be referred to as School X and the rural school referred
to as School Y. There were eight participants in total (N=8), four from each school.
4.2 Knowledgeand experiencesof teachers
4.2.1 Knowledgeof nutrition and confidencein teaching abouthealthy eating
The teaching experience of the four participants from School X varied from nine years up to
forty years of classroom and school experience. Seventy-five per cent (N=3) had experience
of more than one school in their career. For School Y the level of experience ranged from
eight years to thirty-seven years. Figure 4.1 shows each participant’s (N=8) own level of

33. 33
knowledge on the topic of nutrition and healthy eating and their level of confidence in
teaching about this topic. Both schools are combined for this chart.
Fig. 4.1
Seventy-five per cent of the teachers (N=7) said they receive no training on the topic of
healthy nutrition. N=5 stated that they are self-taught on the topic. One teacher said that he
does receive training as part of the in-service. Another said that clearer guidelines are needed
on good food versus bad as there is a lot of contradictory information about. All participants
agreed that more training is needed on the topic and they would welcome such training.
Figure 4.2 shows the participant’s perception of the level of knowledge and the level of
interest amongst the school’s children on the topic of healthy eating. Both sets of participants
were asked to rate it on a Likert scale so the average for each school is shown here, with 5
being excellent and 0 being none at all.
0
1
2
3
4
5
6
Level of knowledge
Confidence in teaching about
nutrition

34. 34
Fig. 4.2
One hundred percent of participants described their schools as a ‘healthy school’ and made
reference to various initiatives such as Active Flag, Green Flag and lunchbox policies.
Fifty per cent of participants in School X (N=2) described their school as ‘active’, whilst
N=1 ticked the ‘not very active’ box. N=1 said activity levels were average. In School Y
seventy-five per cent (N=3) said it is an active school, with twenty-five per cent (N=1)
saying it is ‘very active’. See figure 4.3 and figure 4.4 (0=Not active at all, 5=very active).
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
School X School Y
Level of knowledge amongst
children
Interest levels of children

35. 35
Fig. 4.3
Fig. 4.4
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Teacher 1 Teacher 2 Teacher 3 Teacher 4
Activity levels of children in School X
Activity levels of children in
School X
0
1
2
3
4
5
6
Teacher 5 Teacher 6 Teacher 7 Teacher 8
Activity levels of children in School Y
Activity levels of children in
School Y

36. 36
Of all the participants (N=8) only one claimed that there is a refrigerator facility for children
in their school. It is noteworthy that it was the school principal who stated this which may
raise questions about who gets access to this facility and why. School X has a committee in
charge of healthy eating within the school which they say is successful. Two participants in
School Y recommended this for their school as there is none in place at present.
4.3 Attitudesof teachers and parents
4.3.1 Teacher training
One hundred per cent of participants (N=8) believe that more training. Teacher 7 suggested
having one teacher ‘specialised’ in nutrition in the school to help guide and teach the
teachers. Two teachers commented that it is very difficult to teach something without being
well-informed on the topic.
4.3.2 Parents’knowledge
The participants from School X all said that from their experience there is a lot of variety
amongst the parents’ level of knowledge. The teachers in School Y agreed that a lot of
parents are aware of basic guidelines but are unsure about how to implement them into their
“busy lives”. Lack of time and the power of marketing were referred to a number of times by
fifty per cent of the participants (N=4).
4.3.3 Parents’level of interest in healthy eating habits
Participants were asked to rate on a Likert scale the level of interest amongst parents from
their school on the topic of healthy eating. An average rating for each school is shown in
figure 4.5. One teacher commented that in the case of some parents they have the knowledge
but opt for “an easier life” by giving into the child’s sweet-tooth.
All participants said they believe parents could do more to encourage healthier eating habits
in their children. A common theme from the responses from both sets of participants was
that there is a lack of knowledge amongst a large proportion of parents, and a lot of the

37. 37
parents who do have good knowledge about the importance of good nutrition are lacking
knowledge about how they can apply this knowledge to their daily lives. Some of the
comments received on this topic were:
“Parents don’t give enough fruit and vegetables for lunch.”
“Children from disadvantaged backgrounds are more at risk.”
“Parents need to liaise with schools in terms of healthier options, especially for compiling
their shopping lists.”
“Parents need to act as role models…’Do as I say, not as I do’ approach doesn’t work.”
“Parents are unaware of the dangers of some foods…Marketing is very powerful.”
Fig. 4.5
4.3.4 Teachers as role models
Only one teacher stated that they don’t believe it is important for the teacher to act as a role
model to encourage healthy eating habits in children. The teacher stated that it is a personal
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
School X School Y
Parents'level of interest in good nutrition
Parents' level of interest in
good nutrition

38. 38
responsibility for each person and each family as to how and what they eat - “What applies
for one may not apply for all” (Participant’s comment).
All of the participants stated that the eating habits of staff in their schools were above
average, with the lowest rating on the Likert scale being four out of five (five meaning
excellent). Teacher 6 commented that fellow teachers in School Y make a “great effort” to
eat healthy at work.
4.3.5 Lunchbreaksin schools
Both School X and School Y take a total of forty minutes for two lunch breaks during the
day. However, School Y allows children extra time to eat when they come in after break if
they did not have sufficient time before going outside. This is sometimes allowed to happen
as the post-lunchtime lesson resumes. Overall, participants felt this time is sufficient.
4.3.6 Teachers’ personal attitudestowardshealthy eating practices
One hundred per cent of participants answered ‘yes’ when asked if they have a personal
interest in the area of healthy eating. Figure 4.6 shows the response from each participant in
relation to their own level of physical activity, with 0 = no activity at all and 5 = minimum of
thirty minutes exercise at least six days per week.

39. 39
Fig. 4.6
62.5% of the participants (N=6) described healthy eating habits for children as ‘extremely
important’, whilst the remaining participants (N=2) described it as ‘important’. Figure 4.7
illustrates the teachers’ perceptions of parents’ attitudes towards healthy eating initiatives in
school.
Fig. 4.7
0
1
2
3
4
5
6
Teacher
1
Teacher
2
Teacher
3
Teacher
4
Teacher
5
Teacher
6
Teacher
7
Teacher
8
Teachers' level of physical activity
Teachers' level of physical
activity
Perceived attitudes of parents towards
healthy eating initiatives in school
Extremely positive
Positive
Not bad, could be better
Poor
Very poor

40. 40
When asked how parents’ attitudes could improve one hundred per cent of the participants
mentioned education for parents on the topic is required. Teacher 5 from School Y said that
parents are aware of the importance but need education on how to practically implement it.
Another participant in School X suggested a need for more research-based advice for parents
as there is a lot of conflicting advice at present. One of the teachers from School Y suggested
holding informative evening talks for parents and putting up displays outside the school to
help educate parents.
4.4 Policiesand initiativesin School X and School Y
4.4.1 The Food and Nutritional Guidelinesfor Irish Primaryschools
document
In School X only one participant was familiar with this document and stated that there was a
copy of it in the school. Two other participants said they didn’t know if there was a copy of
the document and one said that there wasn’t.
In School Y half of the participants said they are familiar with the document, whilst only one
said there was a copy of it available in the school. The others didn’t know.
4.4.2 Food availablein schools
School X provides breakfast and lunch where necessary. The school is also in the process of
opening a ‘healthy’ canteen. All vegetables are grown in the school garden at a cost of €4 per
day.

41. 41
School Y buys quantities of fruit at certain times throughout the year from a local supplier
and distributes them amongst pupils. They also grow vegetables in their garden and
distribute them to children.
4.4.3 Currenthealthy eating policies
Both schools have their own nutrition policy in place. Both emphasise basic guidelines. Two
teachers from School X said theirs includes advice for parents. Both schools’ policies were
drawn up by themselves and are not a nationwide initiative. The perceived success of these
initiatives can be seen in figures 4.8 and 4.9. One participant from School Y commented that
it takes “constant reminders” in order for the guidelines to be followed. All four participants
from School X agreed with the following comment: “The current healthy eating policy in the
school is appropriate and provides good guidelines for children and parents to follow.” In
School Y two participants agreed with this statement, one ‘didn’t really agree’ and one
strongly agreed.
Neither of the schools has a full-time person or group with responsibility for nutritional
policies in the school but all participants agreed that this would be a good idea. Two
participants said that they will look into implementing it in their school.

42. 42
Fig. 4.8
Fig. 4.9
0
0.5
1
1.5
2
2.5
Perceived success of healthy eating policy in
School Y
Perceived success of healthy
eating policy in School Y

43. 43
4.4.4 Main obstaclesto successfully promotinghealthy eating habitsfor
children in school
Each participant from both schools (N=8) mentioned compliance of parents and habits at
home as the main obstacles to successful implementation. Two participants referred to the
macro issues of advertising and cost for parents. The time it takes for cooking healthy meals
at home as well as time for shopping healthily was mentioned by three participants, 2 from
School Y and one from School X.
When asked how well nutrition is prioritised in the Irish education system, the feedback
ranged from very poor to average, as can be seen in figure 4.10. This figure includes
responses from all participants (N=8).
0
0.5
1
1.5
2
2.5
3
3.5
Perceived success of healthy eating policy in
School X
Perceived success of healthy
eating policy in School Y

44. 44
Fig. 4.10
With regard to question eight, each participant was given a list of potential obstacles and
asked to rate them in terms of what extent they act as a barrier to healthier eating habits
amongst children (the table can be seen under question 8 of the questionnaire in the
Appendix). In School X the items that were placed under the ‘To a large extent’ section most
regularly were ‘Time’ and ‘Lack of parental engagement’. In School Y the items that were
mentioned under the same section were ‘Lack of parental engagement’ and ‘Economy’. One
participant also placed ‘Lack of staff engagement’ and ‘Lack of school-board management
engagement’ under the ‘To a large extent section’. The other participants from School Y
placed both of those suggestions under the ‘To no extent’ section.
4.4.5 Successful initiatives in the past
Food Dudes was mentioned by all participants from both schools (N=8) as being a great
success when it was previously implemented. One participant from School X mentioned that
adopting a ‘food police’ approach in the past proved counter-productive. Seventy-five
percent of participants from School Y spoke of successfully bringing in guest speakers on
How well would you say nutrition is
prioritised in the Irish Education system?
Very poorly prioritised
Poorly prioritised
Average
Well prioritised
Very well prioritised

45. 45
the topic and the power of the Dental Hygienist who visits once a year. The importance of
hands-on activities, such as growing vegetables and practical cooking lessons, was
mentioned by half of the participants from both schools.

46. 46
5. Discussion
5.1 Introduction
This chapter provides a discussion on the findings which were presented in the previous
chapter. The researcher will discuss the significance and relevance of the key issues from
these findings with regard to the literature pertinent to the topic as well as the research
question. Limitations to the study and opportunities for further research are discussed
throughout also.
5.2 Returned questionnairesand levelsof engagement
Overall, the questionnaire and interviews received a positive and enthusiastic response with
an overall high level of interest in the study amongst the participants. The one hundred per
cent completion and return rate of questionnaires and compliance with interviews is
testament to this. Each participant contributed additional information which highlighted the
degree of cooperation and engagement on their part.
5.3 Professional developmentof teachers in relation to healthy eating habits
There was a great degree of variation in the experience levels of the teachers from both
schools which gives the data a more rounded perspective. It was interesting to note in the
findings that only one teacher rated their level of knowledge on the topic as ‘excellent’ and
that same teacher rated themselves as having very good confidence in teaching about healthy
eating habits. The low level of subject knowledge across all of the participants correlated
with low levels of confidence in their ability to teach about the topic. This implies that much
more needs to be done in terms of training teachers on the area of good nutrition and how to
apply this knowledge in schools. Another fact to emerge was that 62.5% of the participants
stated that their knowledge of healthy eating is self-taught. This relates to the study done by
Jennings, McEvoy and Cornish (2011) which is mentioned in the literature review. All of
this correlated with each participant claiming to be very physically active and possessing a

47. 47
high level of interest in good nutrition. This poses the question ‘what would happen in a
classroom or school where the teacher or staff has a low level of interest in the topic?’.
Further study may compare the knowledge and confidence levels of teachers on this topic to
other curricular areas such as Mathematics, Gaeilge, History and so on. These findings tend
to contradict the literature that claims schools are one of the best mediums to improve the
health and nutrition of children and future generations (Mooney, McCloat and Kelly-
Blackeney, 2014; Department of Education and Skills, 2016). A comment made by one
participant in the questionnaire, which was reinforced by others during the interviews, was
that there seems to be a lot of contradictory advice available about good food versus bad.
This can adversely affect confidence levels and again reinforces the need for training on this
topic. An encouraging finding, however, is that all participants said they would welcome
training. One suggestion of note from the interviews was schools having one specialised
person on the topic of nutrition in the school to help guide and teach the other staff. It could
be argued that such steps would represent step one in the process of improving healthy
eating habits in children.
5.4 Engagementwithparents
The perception amongst the teachers of the level of parents’ knowledge differed between
both schools. The large variety amongst the parents’ level of knowledge may be attributable
to the larger school-size and its location, hence a higher degree of diversity in general in the
school. A common theme between both schools, however, was the identification of the need
for further education for parents about nutrition as well as a higher level of cooperation on
their part also. Comments made in relation to parents not having enough time to cook and
prepare healthier food for their children reinforces the need for more education and
information for parents, especially as the teachers in School Y suggested that the majority of
parents there are aware of basic guidelines but are lacking the knowledge of how to
implement this on a daily basis. Some basic tips and information for parents could help to
prevent many bad food choices for their children. The literature highlights the important role

48. 48
that parents, along with teachers, have in providing healthier diets and ultimately healthier
outcomes for children (Seaman et al, 1997; Harte et al, 2015). There was a certain sense of
helplessness amongst the participants when interviewed in terms of encouraging healthier
eating habits amongst children and all of them stated that they believe parents could be doing
more to improve eating habits. This is borne out of their experience of their efforts being
undermined by poor eating habits in the child’s home. Share and Strain’s suggestion that a
re-think is required as to how schools, parents and students can become active participants in
the policy-making came to light during the interviews (Share and Strain, 2008). Some
participants suggested that parents should be educated through the children, although there
were mixed feelings about how successful that might be. A suggestion by a teacher from
School Y about holding information evenings for parents to help educate them and
conducted by guest speakers and experts in the area could be a step. One wonders however
whether the parents who would attend such an event would be the ones already complying
and making best efforts. Interestingly, teachers from both schools perceive there to be an
above average level of interest amongst parents in improving their children’s eating habits.
Therefore, in the researcher’s opinion, with good cooperation between parents and the
school, as well as some pro-activity on the school’s part, significant improvements could be
made without the need for nationwide directives or political intervention. For example,
knowledgeable parents or staff members could hold monthly information evenings offering
basic guidelines and practical advice about how to apply the knowledge to their daily lives.
5.5 The importanceof role models
It has been widely stated in relation to many aspects of young people’s live that role models
are a vital part of their development. Therefore, it was unsurprising to see that the majority
(all but one) of the participants agreed that teachers play an important role in modelling
desired eating habits and overall behaviour. It was encouraging to see the high level of

49. 49
physical activity, overall positive attitude and interest in healthy eating habits amongst the
participants as they are crucial in the development of future generations.
The other most important role model in a child’s life is their parent. There appears to be a
feeling amongst teachers that a lot of the information being taught in schools is not being
practiced at home. It will be a futile exercise going forward implementing initiatives and
policies with regard to healthy eating practice if the child’s foremost role models are not
following the same guidelines. In order to improve healthy eating habits all of the
stakeholders must be of the same viewpoint and understanding as it is the child who gets lost
in the middle if this is not the case. This relates to the previous section regarding effective
engagement with parents in relation to devising and implementing policies and initiatives.
The suggestion by some participants of inviting guest speakers into the school to speak to
children and parents about healthy eating habits could incorporate the use of role models
also. Well-known and respected people from the locality, ideally who children look up to,
may be another effective method of modelling desired behaviours and habits in the children,
and in the parents also in an indirectly. Reference was made by teachers from School Y to
the success of school visits by the Dental Hygienist and other health professionals.
5.6 Current policiesand initiatives
The area of physical activity is intrinsically linked to the topic of healthy eating and an
overall healthy lifestyle. In that regard, in was encouraging to see all of the respondents
describe their school as a ‘healthy school’. There was some disparity between the teachers’
rating of the activity levels of children in school, particularly with School X. On hindsight
there may have been confusion about whether the question referred to children’s activity at
school or at home. This may be something to note for future research.
Another point of interest was School Y’s policy of allowing children additional time during
class to finish eating their lunch. The teachers clarified that it does not adversely impact on
the standard of work in the classroom and causes no disruption. This approach may help

50. 50
improve the standard of lunches as children and parents know that there will be sufficient
time to eat, and if needs be prepare, better quality.
The findings showed that less than half of the participants were familiar with the document
on the Food and Nutritional Guidelines for Irish Primary Schools. The lack of awareness of
this document may indicate the lack of priority currently given to the area of healthy eating,
although to do so with a small sample size is merely speculating. A perceived lack of priority
for the topic of healthy eating within the education system as a whole was common amongst
all of the participants. Teachers have a lot of priorities within the curriculum itself, therefore,
possibly more efforts could be made from governing bodies, and teachers with content
knowledge themselves, to integrate healthy eating into various curricular areas. Also,
providing more focus, support and training to teachers to be able and confident to teach
about this topic would no doubt raise the perception of the level of priority. Again, this
opens the door for further scope on the topic of priorities amongst teachers.
In relation to the success of healthy eating initiatives the feedback ranged from ‘fairly
successful’ to ‘average’. During the interviews it was clear that the participants had to take
time to think about the level of success of their school’s healthy eating policy. This posits the
question as to how these initiatives are measured in terms of their success. Is there a standard
or a benchmark used to judge their success? As things stand, one teacher’s perception of a
successful healthy eating initiative may be very different to another teacher’s. For example,
all of the participants stated that the Food Dudes initiative was very successful yet many of
them gave different reasons as to why it was successful. On a larger scale despite the
nationwide success of Food Dudes according to the literature, overweight and malnutrition is
still a growing problem in Ireland. This may be an area worthy of further scope and research
which can greatly improve the standard and application of such initiatives.
Another finding which can impact the success of such initiatives was from question eight of
the questionnaire. The ranking of ‘Lack of parental engagement’ and ‘Lack of staff
engagement’ suggests that teachers and parents possibly don’t fully appreciate the power of
a healthy diet, for both themselves and their children. If they did, it is the researcher’s

51. 51
opinion that they may engage to a higher level. This again relates back to the point on
education and training. Interestingly, School X has a higher level of children from low
income families yet it was a teachers from School Y who listed economic reasons ‘To a
large extent’ as an obstacle to healthy eating habits. This represents a disconnect and
represents an area of ‘perception versus reality’ that could be studied further.
5.7 Conclusion
This chapter discussed the main findings from the study. Teachers clearly require more
training on the topic of healthy eating to improve both their knowledge and self-confidence
in being able to teach about it. Parents also need education to ensure that good school
practices are being followed and encouraged at home also. The necessity for this is
reinforced by the importance of children having good role models for healthy eating, both in
school and at home. Parents and schools need to liaise with each other better to increase
chances of improving eating habits in children. Standard benchmarks need to be drawn up to
measure the success of school initiatives. The main limitation to the study was a small
sample size.

52. 52
6. Conclusion
6.1 Introduction
This dissertation set out to assess the effectiveness of healthy eating policies and initiatives
in Irish Primary schools and obtaining feedback from teachers in relation to what works and
the challenges they face in implementing such policies. The focus was on County Kerry in
Ireland as a nationwide focus would be too general. The following conclusions have been
arrived at based on the findings and subsequent discussion.
6.2 Conclusions
6.2.1 Teacher training
Almost all of the teachers said they receive no formal training or education about healthy
eating. But, encouragingly, all said they would welcome more training on the topic as the
findings showed that their confidence levels in teaching this topic could be better. It is good
to see that all of the teachers have a personal interest in developing their knowledge about
healthy eating habits and in general they have a positive attitude towards leading a healthy
lifestyle. These factors tie in with the importance of role modelling for the children.
6.2.2 Prioritising healthy eating
The interviews highlighted that teachers believe the topic of healthy eating is prioritised very
poorly in Irish education. This is surprising as eating habits have long-term impacts for both
the child and society as a whole. Educating children about this provides them with a
foundation to achieve their potential and correlates with the Curriculum’s goal of creating
lifelong learners who contribute to society.

53. 53
6.2.3 Engagement of parents
Each participant spoke about the importance of parents complying with healthy eating
guidelines as they are the most important role models for the child. Efforts need to be made
to educate parents better about healthy food habits and also engaging them better in applying
these habits at home.
6.3 Limitations
This research was carried out over a short period of time which meant a small sample size
was used. However, it was never the aim of the researcher to deduce generalisations as this
would have gone against the purpose of the research. The goal of the research was to provide
starting point for future studies of a similar nature and generate discussion on this topic to
work out what can be done better and whether a tailored approach is better suited to schools.
6.4 Recommendations
 Good quality training for teachers is of paramount importance in order to increase
their ability and knowledge to teach about healthy eating habits. This knowledge can
then be passed onto parents as it is more difficult to educate them for a number of
reasons.
 Schools need to think of ways to educate parents about healthy eating and how to
apply it. Innovative, pro-active thinking is required. Suggestions such as information
evenings, cooking demonstrations and school displays may be options.
 The Department of Education and Skills must set the teaching of healthy eating as a
priority. Then it will be treated more seriously by teachers and parents.

54. 54
Bibliography
 Belk, R.W. (2006). Handbook of Qualitative Research Methods in Marketing.
Cheltenham: Edward Elgar Publishing Limited.
 Bell, J. (2010). Doing your Research Project – A guide for first-time researchers in
education, health and social science (Fifth edition). Maidenhead: Open University
Press.
 Birch, L., Savage, J.S. & Ventura, A. (2007). ‘Influences on the Development of
Children’s Eating Behaviours: From Infancy to Adolescence’. Canadian journal of
dietetic practice and research : a publication of Dietitians of Canada = Revue
canadienne de la pratique et de la recherche en dietetique : une publication des
Dietetistes du Canada 68.1 (2007). Available:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2678872/. Accessed: 20/04/16.
 Brown, T. & Summerbell, C. (2009). Systematic review of school-based
interventions that focus on changing dietary intake and physical activity levels to
prevent childhood obesity: an update to the obesity guidance produced by the
National Institute for Health and Clinical Excellence. Obesity Review, vol. 10 (1) pp.
110-141. Available: http://www.ncbi.nlm.nih.gov/pubmed/18673306. Accessed:
28/04/16
 Cambridge Dictionary
 Casey, D. & Murphy, K. (2009). Issuesinusing methodological triangulation inresearch.
Nurse Researcher, vol. 16 (4) pp. 40-55. Available:
http://journals.rcni.com/doi/abs/10.7748/nr2009.07.16.4.40.c7160. Accessed:
01/05/16.

55. 55
 Cohen, L., Manion, L. and Morrisson, K. 2007. Research Methods in Education (6th
Edition). London: Routledge.
 Correa-Burrows, P., Burrows, R., Blanco, E., Reyes, M. & Gahagan, S (2016).
Nutritional quality of diet and academic performance in Chilean students.
Bulletin of the World Health Organization 2016, vol. 94 pp. 185-192. Available:
http://www.who.int/bulletin/volumes/94/3/15-161315/en/. Accessed: 04/05/16.
 Creswell, J.W., Clark, V.L.P., Gutmann, M.L., & Hanson, W.E. ( 2003).
Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.),
Handbook of mixed methods in social and behavioural research. pp. 209–240.
London: Sage. Available:
https://web.b.ebscohost.com/ehost/detail/detail?vid=3&sid=e59f4ecb-4d08-
4b48-abc6-
e249e374a595%40sessionmgr105&hid=106&bdata=JkF1dGhUeXBlPXVybC
x1aWQmc2l0ZT1laG9zdC1saXZl#AN=1154526&db=eoh. Accessed:
01/05/16.
 Del Rosso, J.M. & Marek, T. (1996). Class Action: Improving School Performance
in the Developing World through Better Health and Nutrition. Washington: The
World Bank.
 Denscombe, M. (2010). Ground Rules For Social Research: Guidelines For Good
Practice. Maidenhead, Berkshire, England: McGraw-Hill Education, eBook
Collection (EBSCOhost), EBSCOhost, Available:
https://web.b.ebscohost.com/ehost/detail/detail?vid=8&sid=e59f4ecb-4d08-4b48-
abc6-

56. 56
e249e374a595%40sessionmgr105&hid=106&bdata=JkF1dGhUeXBlPXVybCx1aW
Qmc2l0ZT1laG9zdC1saXZl#AN=286583&db=nlebk. Accessed: 1 May 2016.
 Department of Education and Skills (2016). Promotion of Healthy Lifestyles in
Primary Schools. Circular 0013/2016.
 Flaherty, R. (2015). ‘Ireland set to be most obese country in Europe, WHO says’.
Available: http://www.irishtimes.com/news/health/ireland-set-to-be-most-obese-
country-in-europe-who-says-1.2201731. Accessed: 20/04/16.
 Florence, M., Asbridge, M. & Veugelers, J. (2008). Diet quality and academic
performance. Journal of School Health,vol. 78 (4) pp. 209-215. Available:
http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2008.00288.x/full. Accessed:
28/04/16.
 Flynn, M, O'Brien, C, Ross, V, Flynn, C, & Burke, S 2012, 'Revision of food-based
dietary guidelines for Ireland, Phase 2: recommendations for healthy eating and
affordability', Public Health Nutrition, 15, 3, pp. 527-537, MEDLINE with Full Text,
EBSCOhost, viewed 11 October 2015.
 Gudmundsdottir, G, & Brock-Utne, B (2010). An exploration of the importance of
piloting and access as action research. Educational Action Research, vol. 18 (3) pp.
359-372. Education Source, EBSCOhost. Available:
https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=78a7cf47-09bd-41be-
b5d1-d1db6e9bc7ef%40sessionmgr106&vid=5&hid=106. Accessed: 01/05/16.

57. 57
 Hart, L.M, Damiano, S.R., Cornell, C. and Paxton, S.J. (2015). What parents know
and want to learn about healthy eating and body image in preschool children:
a triangulated qualitative study with parents and Early Childhood
Professionals. BMC Public Health. Available:
http://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-015-
1865-4. Accessed: 10/10/15
 Harvard T. Chan School of Public Health (2016). Obesity Prevention Source.
Available: http://www.hsph.harvard.edu/obesity-prevention-source/obesity-
definition/. Accessed: 01/04/16.
 Horne, P. J., Hardman, C. A., Lowe, C. F., & Rowlands, A. V. (2007).Increasing
children’s physical activity: a peer-modelling, rewards and pedometerbased
intervention. European Journal of Clinical Nutrition. Vol. 63 (2) pp. 191-198.
Available: http://www.ncbi.nlm.nih.gov/pubmed/17882131. Accessed: 21/03/16
 Horne, P.J., Hardman, C.A., Lowe, C.F., Tapper, K., Le Noury, J., Madden, P., Patel,
P., & Doody, M. (2008). Increasing parental provision and children’s consumption of
lunchbox fruit and vegetables in Ireland: the Food Dudes intervention. European
Journal of Clinical Nutrition. Vol. 63 (5) pp. 613-618.
Available: http://www.ncbi.nlm.nih.gov/pubmed/1849326. Accessed: 20/03/16.
 Irish Heart Foundation (2013). Adult Obesity Factsheet. Available:
http://www.irishheart.ie/iopen24/heart-health-fact-sheets-t-12_40.html. Accessed:
01/04/16.
 Irish Heart Foundation (2013). Childhood Obesity Factsheet. Available:
http://www.irishheart.ie/iopen24/heart-health-fact-sheets-t-12_40.html. Accessed:
01/04/16.

58. 58
 Jennings, A, McEvoy, S, & Corish, C 2011, 'Nutritional practices in full-day-care
pre-schools', Journal Of Human Nutrition And Dietetics: The Official Journal Of The
British Dietetic Association, 24, 3, pp. 245-259, MEDLINE with Full Text,
EBSCOhost, viewed 21 March 2016. Available:
https://web.a.ebscohost.com/ehost/detail/detail?sid=9aa48178-51f1-4c8a-86de-
bb7ac74997d2%40sessionmgr4002&vid=0&hid=4101&bdata=JkF1dGhUeXBlPXV
ybCx1aWQmc2l0ZT1laG9zdC1saXZl&preview=false#AN=21554426&db=mnh.
 Jyoti, D.F., Frongillo, E.A., & Jones, S.J. (2005). Food Insecurity Affects School
Children’s Academic Performance, Weight Gain, and Social Skills. The Journal of
Nutrition, vol. 135 (12). Available: http://jn.nutrition.org/content/135/12/2831.long.
Accessed: 28/04/16.
 Kaneshiro, N. (2014). Medline Plus. U.S. National Library of Medicine. Available:
https://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000384.htm.
Accessed: 01/04/16.
 Keaver, L. (2014). ‘Lifeskills’ survey of schools in Ireland. Available:
http://www.safefood.eu/Professional/Nutrition/Nutrition-News/February-
2014/%E2%80%98Lifeskills%E2%80%99-Survey-of-schools-in-Ireland.aspx.
Accessed: 28/04/16.
 Lund, T. (2012). Combining Qualitative and Quantitative Approaches: Some
Arguments for Mixed Methods Research. Scandinavian Journal of Educational
Research, Vol. 56 (2) pp. 155 – 165. Available:

59. 59
https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2852b16e-9f54-4bc6-
9119-5e1b26afd406%40sessionmgr103&vid=5&hid=106. Accessed: 01/05/16.
 Margetts, B, Martinez, J, Saba, A, Holm, L, & Kearney, M 1997, 'Definitions of
'healthy' eating: a pan-EU survey of consumer attitudes to food, nutrition and health'.
European Journal Of Clinical Nutrition, 51, p. S23, Academic Search Complete,
EBSCOhost, Accessed: 1 April 2016.
 McCullough, F., Yoo, S., & Ainsworth, P. (2004) Food Choice, nutrition education
and parental influence on British and Korean school children. International Journal
of Consumer Studies, 28, pp. 235-244.
 McLeod, S. A. (2014). Sampling Methods. Available:
www.simplypsychology.org/sampling.html. Accessed: 01/05/16
 Mooney, E., Kelly-Blackney, E, McCloat, A. and Black, D. (2011). ‘ Teacher’s
experiences of teaching healthy eating within the curriculum’. A report for the
Standing Conference on Teacher Education North and South. Available:
http://scotens.org/docs/2011-healthy-eating.pdf. Accessed: 22/3/16.
 Mooney, E., McCloat A. & Kelly Blakeney, E. (2014). ‘The experiences of teachers
in teaching healthy eating as part of the curriculum’. Available at:
http://scotens.org/docs/2011-healthy-eating.pdf. Accessed on: 11/10/2015
 Munoz, K.A., Krebs-Smith. S.M., Ballard-Barbash, R. &Cleveland, L.E. (1997).
‘Food intakes of U.S. children and adolescents compared with recommendations’.
Pediatrics, vol. 100 (3). Available:
http://pediatrics.aappublications.org/content/100/3/323?variant=long&sso=1&sso_re

60. 60
direct_count=1&nfstatus=401&nftoken=00000000-0000-0000-0000-
000000000000&nfstatusdescription=ERROR%3a+No+local+token. Accessed:
23/3/16.
 Nolan, H. (2016). Children’s Weight and BMI. Why Weight Ireland. Available:
http://www.whyweightireland.ie/childrens-bmi/. Accessed: 01/04/16.
 O’Neill, J.L. , McCarthy, S. N. , Burke, S.J. , Hannon, E.M. , Kiely, M. , Flynn, A.,
Flynn, M.A. and MJ Gibney (2007). Prevalence of overweight and obesity in Irish
school children, using four different definitions. European Journal of Clinical
Nutrition. Vol. 61, 743–75. Available:
http://www.nature.com/ejcn/journal/v61/n6/pdf/1602580a.pdf. Accessed: 01/04/16.
 O’ Regan, E. (2013). ‘Ireland's children are among the fattest in Europe, warn
medics’. Available: http://www.independent.ie/irish-news/irelands-children-are-
among-the-fattest-in-europe-warn-medics-29343717.html. Accessed: 20/04/16.
 Oxford Dictionary
 RTE (2016). ‘Numbers awaiting outpatient assessment unacceptable – HSE’.
Available: http://www.rte.ie/news/2016/0126/762958-european-health-consumer-
index-ireland/. Accessed: 20/04/16.
 Seaman, C., Woods, M., Grosset, E. (1997). Attitudes to healthy eating among
Scottish school children. Health Education, Vol. 97 (1), pp.9 – 15. Available:
http://www.emeraldinsight.com/doi/abs/10.1108/09654289710155891. Accessed:
29/04/16
 Share, M. & Strain, M. (2008). Making schools and young people responsible: a
critical analysis of Ireland's obesity strategy. Health and Social Care in the
Community, vol. 16 (3) pp.234-243. Available:

61. 61
https://web.b.ebscohost.com/ehost/detail/detail?sid=9129accb-c726-46ec-a404-
f4589149924a%40sessionmgr104&vid=0&hid=102&bdata=JkF1dGhUeXBlPXVyb
Cx1aWQmc2l0ZT1laG9zdC1saXZl&preview=false#AN=31642169&db=a9h.
Accessed: 29/04/16.
 Stone, M., Nanney, M.S. & Schwartz, M.B. (2009). ‘Schools and Obesity
Prevention: Creating School Environments and Policies to Promote Healthy Eating
and Physical Activity’. Milbank Quarterly. Mar2009, Vol. 87 Issue 1, p71-100.
Available: https://web.a.ebscohost.com/ehost/detail/detail?sid=c6763260-659f-4acb-
9bf8-
ce1ead97d3fe%40sessionmgr4002&vid=0&hid=4101&bdata=JkF1dGhUeXBlPXVy
bCx1aWQmc2l0ZT1laG9zdC1saXZl&preview=false#AN=36867665&db=a9h.
Accessed: 21/03/16
 Thompson, S. (2014). ‘Are we doing enough to promote healthy eating?: What
efforts is the food industry making to reduce obesity in Ireland, particularly among
children?’. The Irish Times 23/09/14. Available:
http://resources.hiberniacollege.net:2103/docview/1564053019/abstract/CEB19CA5
D2AE4F63PQ/1?accountid=32844. Accessed: 21/03/16.
 Turner,D.W. (2010). Qualitative Interview Design:A Practical Guide for Novice
Investigators. The Qualitative Report, Vol. 15 (3) pp. 754-760. Available:
http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1178&context=tqr. Accessed:
01/05/16.
 World Health Organsiation (2015). Overweight and Obesity. Available:
http://www.who.int/mediacentre/factsheets/fs311/en/. Accessed: 01/04/16.

62. 62
Appendix 1
Dear Principal School X,
I am a PMEP student with Hibernia College having started in September 2014. As the course
is now a Masters Degree course there is a requirement to carry out research in the
educational field and to present the findings in the form of a thesis. The research topics have
been analysed and cleared by the college’s Department of Ethics as well as our individual
research supervisors.
The title of my research is ‘The Effectiveness of Current Healthy Eating Initiatives in
Primary schools: Kerry’. As the topic of childhood health and wellbeing is an area of
increasing importance I am very enthusiastic about looking into it further, particularly at a
localised level through conducting interviews with a number of teachers and principals who
are dealing with healthy eating, nutritional policies and initiatives at ground level on a daily
basis. The college has strict confidentiality rules and the names of schools and all personnel
involved will be kept strictly confidential as part of this study. The nature of the interviews
will be ‘opt-in’ and the people involved have the option to discontinue their participation at
any stage as there is no obligation on their part.
Therefore, I wish to seek your approval to conduct the said interviews with members of your
staff, and if possible with yourself also, at times that are convenient to you and your staff. I
would be happy to forward on a copy of the questions that will be used in the interviews and
any other information that you would like to view. Should you have any queries please do
not hesitate to contact me (please find my details below).
Thank you for taking the time to read this.
Yours sincerely,
Brendan Kealy
Ph.: 087-910199
E-mail: brealy1986@gmail.com

63. 63
Appendix 2
Dear Principal School Y,
I am a PMEP student with Hibernia College having started in September 2014. As the course
is now a Masters Degree course there is a requirement to carry out research in the
educational field and to present the findings in the form of a thesis. The research topics have
been analysed and cleared by the college’s Department of Ethics as well as our individual
research supervisors.
The title of my research is ‘The Effectiveness of Current Healthy Eating Initiatives in
Primary schools: Kerry’. As the topic of childhood health and wellbeing is an area of
increasing importance I am very enthusiastic about looking into it further, particularly at a
localised level through conducting interviews with a number of teachers and principals who
are dealing with healthy eating, nutritional policies and initiatives at ground level on a daily
basis. The college has strict confidentiality rules and the names of schools and all personnel
involved will be kept strictly confidential as part of this study. The nature of the interviews
will be ‘opt-in’ and the people involved have the option to discontinue their participation at
any stage as there is no obligation on their part.
Therefore, I wish to seek your approval to conduct the said interviews with members of your
staff, and if possible with yourself also, at times that are convenient to you and your staff. I
would be happy to forward on a copy of the questions that will be used in the interviews and
any other information that you would like to view. Should you have any queries please do
not hesitate to contact me (please find my details below).
Thank you for taking the time to read this.
Yours sincerely,
Brendan Kealy
Ph.: 087-910199
E-mail: brealy1986@gmail.com

64. 64
Appendix 3
Questionnaire
Thank you for taking time to complete this questionnaire, it is very much appreciated. All
information given will be kept strictly confidential and names of people and schools will be
kept anonymous in the publishing of the final dissertation. If you wish to add any additional
information please use the blank sheet at the end of the questionnaire, just mark in the
section and question number.
Please tick the box below if you agree to allow your contact details to be passed onto
Hibernia College (at the request of the course director).
□ I agree to allow my contact details to be passed onto Hibernia College.
Name: ___________________________ Date: __________________
Contact details (Phone no. or E-mail address):
___________________________________________
Section1
1. On a scale of 0-5, how would you rate your own personal knowledge on the area of
nutrition? (0 = no knowledge at all, 5 = excellent)
________________________________________________________________
2. On a scale of 0-5, rate your confidence in teaching about nutrition and healthy eating
habits. (0 = no knowledge at all, 5 = excellent)
________________________________________________________________
3. How long have you been teaching?
________________________________________________________________
4. Do you receive training on the topic of healthy eating/nutrition? ____________

65. 65
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________
5. A) Do you feel more training about this topic would be beneficial?
_______________
B) Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________
6. From your experience, in general do you think parents have a good knowledge of
healthy eating habits?
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________
7. On a scale of 0-5, from your experience please rate parents’ level of knowledge about
healthy eating. (0 = no knowledge at all, 5 = excellent)
____________________________________________________________________
8. On a scale of 0-5, from your experience please rate parents’ level of interest in good
nutrition and developing healthy eating habits. (0 = no interest at all, 5 = excellent
interest) _________________

66. 66
9. Are you familiar with the Food and Nutritional Guidelines for Irish Primary Schools?
_______
10. Is there a copy of this document available in your school? _____________
11. Does your school offer food to the children? __________
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________
12. A) Is there currently a national healthy eating/nutrition policy for Primary Schools in
Ireland? __________
B) If yes, what is it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________
C) Do you feel it is successful?
Yes ⃝ Somewhat ⃝ No ⃝
Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________
13. Does your school have its own food/diet/nutritional policy? ________________