New Jersey Leaves No Bite Behind: A Climate Change and Food Waste Curriculum Intervention for Adolescents in the United States

Sara Elnakib (), Sabrina Subhit, Jennifer Shukaitis, Amy Rowe, Jeanine Cava and Virginia Quick
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Sara Elnakib: Department of Family & Community Health Sciences, Rutgers University, New Brunswick, NJ 08901, USA
Sabrina Subhit: Department of Family & Community Health Sciences, Rutgers University, New Brunswick, NJ 08901, USA
Jennifer Shukaitis: Department of Family & Community Health Sciences, Rutgers University, New Brunswick, NJ 08901, USA
Amy Rowe: Department of Agriculture & Natural Resources, Rutgers University, New Brunswick, NJ 08901, USA
Jeanine Cava: Department of Family & Community Health Sciences, Rutgers University, New Brunswick, NJ 08901, USA
Virginia Quick: Department of Nutritional Sciences, Rutgers University, New Brunswick, NJ 08901, USA

IJERPH, 2024, vol. 21, issue 4, 1-19

Abstract: Food waste is a major contributor to climate change. Schools offer a unique opportunity to educate on this issue while also reducing food waste generation; however, few climate-change education curricula that include a food waste component have been developed and tested with fidelity. Thus, the purpose of this cluster randomized controlled study was to assess the effectiveness of a climate change and food waste education program called NJ Leaves No Bite Behind (NJLNBB) among fifth-grade students. Lessons on food waste and sustainable food behaviors were developed that aligned with NJ Student Learning Standards for Climate Change and Next-Generation Science Standards. Participants (n = 162) completed pre- and post-test surveys that assessed knowledge, attitudes, self-efficacy, and behaviors. Post-test, the experimental group (n = 102) had significantly ( p < 0.05) higher mean scores in knowledge, social norms, behavioral intentions, and perceived behavioral control compared to the control group (n = 60), with medium effect sizes, as determined by partial eta-squared. There were no significant between-group differences in mean score attitudes, self-efficacy, motivation to comply, or climate-friendly behaviors post-test. Almost three-quarters of participants who received the program agreed or strongly agreed the lessons were fun (75.5%), liked the card games (72.5), and learned a lot (78.4%). These findings are promising in terms of teaching adolescents the impacts of food waste on the climate.

Keywords: climate change education; climate change curriculum; science curriculum; adolescent education; food waste; food waste reduction; greenhouse gas (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2024
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