Effective nutrition education is essential for promoting healthy dietary behaviors and lifelong well-being among school-aged children. In Ghana, basic schools provide a strategic platform for nutrition education, yet multiple barriers continue to undermine their effective delivery. This conceptual review synthesizes empirical literature, policy documents, and theoretical perspectives to examine the key structural, pedagogical, and institutional constraints affecting nutrition education in Ghanaian basic schools, with a focus on urban public schools. Guided by the Health Belief Model and Social Cognitive Theory, the review highlights challenges related to inadequate teacher preparation, limited teaching and learning resources, weak policy implementation, overcrowded curricula, and insufficient family and community engagement. The analysis also reveals significant gaps between curriculum intentions and classroom practice. The paper advances contextually grounded recommendations for policy reform, teacher professional development, curriculum enhancement, and school-community partnerships to strengthen skills-based, culturally relevant nutrition education in Ghana.
Cite this paper
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