Equalizing the Playing Field and Improving School Food Literacy Programs Through the Eyes of Teens: A Grounded Theory Analysis Using a Gender and Sport Participation Lens

Background: School food literacy programs (e.g., home economics) are an opportunity to improve the dietary habits of teens. However, the literature suggests that girls and athletes have better food literacy, and it is not clear how school programs contribute to this inequality. To address this, we explored how gender and sport influenced teens&rsquo: perspectives of their school food literacy experiences and how they can be improved. Methods: Using semi-structured interviews and a Grounded Theory analysis, we generated a theoretical understanding of how to improve school food literacy programs for athletes and non-athletes of diverse genders. Thirty-three teens were recruited to balance sport participation (n = 18 athletes) and gender (n = 15 boys: n = 14 girls: n = 4 non-binary) based on data saturation. Results: Teens expressed four categories to improve school programs that aligned with principles of the Capability, Opportunity, Motivation and Behaviours (COM-B) Model of behaviour change. Programs should Provide a challenge (e.g., more advanced recipes), Make it fun (e.g., explore new cuisines in interactive ways) and Establish importance (e.g., health impacts). Practice is key for teens&rsquo: self-confidence and development of food skills (e.g., meal planning) as well. Boys emphasized Make it fun whereas girls and non-binary teens emphasized Establishing importance. Athletes valued Practice is key more than non-athletes. Conclusions: School programs should relay the importance of food literacy in fun and tailored ways to teens (e.g., meal planning among athletes). It may be especially salient for programs to tailor their activities and messaging, where possible, to appeal to diverse teens who play sports and those who do not.