Overview
This article summarizes a pilot intervention study conducted in Reynosa, Tamaulipas, Mexico, focusing on food and nutrition education combined with psychoeducation for elementary students in grades 4 to 6. The program was designed to improve dietary choices, increase nutrition literacy, and support mental well-being through classroom-based activities implemented with parental consent and school collaboration.
Study Design and Setting
The intervention was delivered in four public elementary schools in Reynosa. After obtaining informed consent from parents or guardians, students were enrolled to participate in a structured program that integrated two key components: food and nutrition education and psychoeducation. The study followed a pilot format to assess feasibility, acceptability, and potential impact, providing insights for larger-scale trials in similar urban Mexican settings.
Participant Characteristics
Participants were students in grades 4–6. The recruitment process emphasized voluntary participation and ensured equitable access across schools. Demographic information, baseline dietary habits, and psychosocial factors were collected to establish a reference point for post-intervention comparisons. The study prioritized inclusivity and tried to minimize barriers to participation, such as language barriers or parental work constraints.
Intervention Components
Food and Nutrition Education: Sessions covered basic nutrition concepts, daily dietary patterns, and practical skills such as reading food labels, planning balanced meals, and preparing simple, healthy snacks. Interactive activities—games, cooking demonstrations, and take-home assignments—were incorporated to reinforce learning and encourage family involvement at home.
Psychoeducation: This component addressed behavioral and emotional factors that influence eating habits and overall well-being. Content included stress management techniques, goal setting, self-monitoring of habits, and strategies to cope with social and environmental pressures related to food choices. The goal was to foster resilience and healthier attitudes toward food among students.
Implementation and Fidelity
Trained educators delivered the curriculum using age-appropriate, culturally relevant materials. Fidelity checks ensured that sessions adhered to the planned content and duration. Parental engagement was encouraged through newsletters and optional at-home activities, reinforcing the school-based lessons and supporting a shared learning environment between home and school.
Outcomes and Evaluation
The pilot aimed to evaluate feasibility, acceptability, and preliminary effects on nutrition knowledge, eating behaviors, and psychosocial well-being. Data collection included pre- and post-intervention surveys, dietary recall or food-frequency questions, and short psychosocial assessments. While the primary focus was feasibility, researchers also explored potential improvements in healthy food choices, self-efficacy related to nutrition, and reduced stress around food-related decisions.
Implications for Practice
Findings from this pilot have practical implications for scaling up school-based nutrition and psychoeducation programs in Mexico and similar settings. The combined approach supports comprehensive health education by addressing both dietary knowledge and the psychological factors that influence eating behaviors. Schools, public health practitioners, and policymakers can leverage these insights to design larger trials, improve curriculum alignment with national nutrition guidelines, and foster environments that promote healthy, sustainable habits among young learners.
Conclusion
The pilot intervention in Reynosa demonstrates the feasibility and potential impact of integrating food and nutrition education with psychoeducation in elementary schools. By equipping students with knowledge and coping strategies, the program aims to nurture healthier choices, better psychosocial wellbeing, and long-term benefits for community health.
