Evaluation of an intervention mapping framework guided micronutrient literacy program for school children in Mumbai: A quasi-experimental study

Abstract

Abstract This quasi experimental, pre post study evaluated the effectiveness of a school-based nutrition education intervention, developed using the Intervention Mapping (IM) framework, in improving micronutrient literacy and dietary practices among children aged 10–15 years in selected government schools in Mumbai, India. The IM steps of needs assessment, behavioral outcome mapping, theory-based intervention, educational module development, and evaluation guided the design and implementation of the 10-week program. Storytelling, peer led learning, practical demonstrations, and environmental restructuring strategies were integrated. A total of 509 children (57.2% boys; mean age ≈ 13.2 years) completed all assessments. The intervention resulted in improvements across all measured knowledge items. The perceived benefits of having fruits and vegetables and iron rich foods and willingness to learn about healthy eating and trying to eat a variety of foods improved. A significant increase in the frequency of intakes of fruits and vegetables and decrease in the consumption of fried foods, sweetened beverages, and fast foods was noted post-intervention. The IM framework strengthened program effectiveness, contributing to meaningful improvements across knowledge, attitude and practice domains. A targeted focus on micronutrient literacy in school nutrition education is essential to support existing policies and reduce micronutrient malnutrition in children.