Wheat2School: a mixed-methods evaluation of a school-based whole grain program and its effects on knowledge, attitudes, and cafeteria acceptance among Hispanic/Latino fifth graders
Main Article Content
Abstract
Whole grain intake among children from the U.S. remains well below recommendations, with Hispanic/Latino youth consuming particularly few whole grains despite their cultural importance. School-based, culturally tailored, experiential programs may help close this gap.
Objectives: To evaluate the effectiveness of Wheat2School® on students’ agricultural, food processing, and nutrition knowledge, attitudes, and observable behaviors toward whole grains among Hispanic/Latino elementary students, and to explore adult perspectives on cultural adaptation, engagement, and program sustainability.
Design, Setting, and Participants: A mixed-methods evaluation (2022–2025) was conducted in three California (U.S.) public school districts with 123 fifth-grade students (71% Hispanic/Latino) and five adult implementors. Students completed pre- and post-intervention surveys; 32 completed a 12-month follow-up. Qualitative data included adult interviews and cafeteria-based taste testing.
Intervention: The 9-month Wheat2School® program engaged students in planting, harvesting, milling, and preparing whole grain foods that were both culturally relevant, such as tortillas, and familiar, child-appealing options like pizza. These activities were supported by 14 lessons—taught in English or Spanish depending on the classroom—guided by Social Cognitive and Experiential Learning theories.
Main Outcomes and Measures: Primary outcomes were changes in agricultural, food processing, and nutrition knowledge, and attitudes toward whole grain foods. Secondary outcomes included demographic predictors, retention at 12-month follow-up, observational cafeteria taste test ratings, and qualitative themes related to student emotions, behaviors, and sustainability.
Results: Students showed significant gains in agricultural knowledge (+2.8 points), food processing (+1.4), and nutrition (+0.6) (all p < .001). Based on Cohen’s d benchmarks, the agricultural knowledge gain reflected a large effect size, while the food processing and nutrition knowledge gains reflected medium effect sizes. Agriculture and nutrition knowledge were sustained at 12 months, while food processing partially declined. Attitudes improved at post-test (44% to 57%, p = .021) but not at follow-up. In qualitative assessments, adults described students’ joy, pride, and cultural familiarity (e.g., tortillas) as drivers of acceptance, with cafeteria taste testing confirming feasibility. Some families adopted whole wheat flour at home. Sustainability was supported by leadership but challenged by reliance on individual champions.
Conclusions and Relevance: Wheat2School® demonstrated that culturally adapted, experiential interventions can significantly improve whole grain knowledge, foster short-term attitude change, and extend influence on families. Embedding culturally familiar foods, bilingual delivery, and food service integration strengthens dietary equity and supports long-term health.
Keywords:
whole grains; nutrition education; Hispanic/Latino youth; school-based intervention; experiential learning; cultural adaptation; garden-based learning; food service integration
Article Details
How to Cite
CARTER, Claudia E.; GARDEN-ROBINSON, Julie.
Wheat2School: a mixed-methods evaluation of a school-based whole grain program and its effects on knowledge, attitudes, and cafeteria acceptance among Hispanic/Latino fifth graders.
Medical Research Archives, [S.l.], v. 13, n. 10, oct. 2025.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/6996>. Date accessed: 15 nov. 2025.
doi: https://doi.org/10.18103/mra.v13i10.6996.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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17. Bellows LL, Conlon T, Cunningham-Sabo L,, Johnson SL. Opportunities in the Classroom or Cafeteria for a “Tasting Challenge” to Influence First Grade Students’ Willingness to Try New Foods. Journal of Child Nutrition & Management. 2015;39 (2). Accessed January 8, 2025.
https://schoolnutrition.org/journal/fall-2015-opportunities-in-the-classroom-or-cafeteria-for-a-tasting-challenge-to-influence-first-grade-students-willingness-to-try-new-foods/
18. Leake L, McClam M, Howell A, Schreiber K. Impacts of farm to school on children’s perception of food. Food, Nutrition and Health. 2025;2(1):10. doi:10.1007/s44403-025-00020-5
19. Kamar M, Evans C, Hugh-Jones S. Factors influencing adolescent whole grain intake: A theory-based qualitative study. Appetite. 2016;101:125-133. doi:10.1016/j.appet.2016.02.154
20. Gatto NM, Martinez LC, Spruijt‐Metz D, Davis JN. LA sprouts randomized controlled nutrition, cooking and gardening programme reduces obesity and metabolic risk in Hispanic/Latino youth. Pediatr Obes. 2017;12(1):28-37. doi:10.1111/ijpo.12102
21. McCurley JL, Gutierrez AP, Gallo LC. Diabetes Prevention in U.S. Hispanic Adults: A Systematic Review of Culturally Tailored Interventions. Am J Prev Med. 2017;52(4):519-529. doi:10.1016/j.ame pre.2016.10.028
22. Kaiser LL, Sutherlin JM, Yoshida SC, Murphy SP, Bresnick SD. Latinos improve food habits through nutrition education. Calif Agric (Berkeley). 1998;52 (4):32-35. doi:10.3733/ca.v052n04p32
23. Kaiser LL, Aguilera AL, Horowitz M, et al. Correlates of food patterns in young Latino children at high risk of obesity. Public Health Nutr. 2015;18 (16):3042-3050. doi:10.1017/S1368980014003309
24. Castro FG, Barrera M, Holleran Steiker LK. Issues and Challenges in the Design of Culturally Adapted Evidence-Based Interventions. Annu Rev Clin Psychol. 2010;6(1):213-239. doi:10.1146/annurev-clinpsy-033109-132032
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