Targeted ankle proprioceptive training improves balance, gait, and functional mobility in chronic stroke survivors: a multicenter randomized controlled trial with longitudinal follow-up.

Obesity among school-age students is an important public health problem. In this review, school-age students are defined as children aged 6–12 years. Obesity is a form of malnutrition in which excess body fat occurs in relation to a child’s growth. Evidence on childhood obesity indicates that it is not caused only by an imbalance between energy intake and energy expenditure, but is also influenced by genetic, biological, behavioral, and environmental factors [–]. Childhood obesity has continued to increase worldwide. Between 2020 and 2035, the prevalence is predicted to double from 10% to 20% in boys and from 8% to 18% in girls []. In the United States, overweight or obesity among children aged 6 to 11 years could reach 33% by 2030 [, ]. In Asia, the prevalence is also expected to increase substantially by 2030 []. The ages of 6–12 years are an important period for the development of eating habits. Obesity among school-age students is often related to the frequent consumption of snack foods, fast foods, and sugar-sweetened beverages, along with low fruit and vegetable intake. Irregular meal patterns, large portion sizes, and limited nutrition knowledge may also lead to greater consumption of energy-dense, nutrient-poor foods. These eating patterns are part of the growing global burden of obesity [–]. Focusing on a single eating behavior may not be sufficient for obesity prevention. School-age students need support to make appropriate food choices in everyday settings []. Nutrition literacy concerns how students understand and use nutrition information in daily life []. School-based nutrition education has therefore been used to develop nutrition literacy and encourage healthier eating practices [–]. Nutrition literacy, as a subset of health literacy, focuses on the ability to interpret and use nutritional information to make informed dietary choices, such as understanding food labels and guidelines [, ]. It includes functional, interactive, and critical literacy levels, which together enable individuals to read, communicate, and critically evaluate nutrition-related information []. Nutbeam [] stated that health literacy is the cognitive and social skills with which people can take action to maintain health. In Thailand, nutrition literacy has been described across six domains: access, cognitive, communication, self-management, media literacy, and decision-making []. This review included interventions that addressed one or more of these domains. Access skills refer to the ability to locate and verify reliable nutrition information. Cognitive skills relate to knowledge and understanding of appropriate dietary practices. Communication skills involve conveying and interpreting nutrition information in daily contexts. Self-management and decision-making skills focus on goal setting, planning, and making appropriate food choices. Media literacy involves assessing the credibility of nutrition information and avoiding misleading content (Health Education Division, 2017). Schools are an important setting for health promotion because eating behaviors developed in childhood often continue into adulthood []. However, nutrition education is not consistently provided. Recent evidence indicates that teaching in this area remains limited, constrained by training, funding, and policy support []. Implementation may also be affected by limited facilities, time, and resources []. These conditions may reduce children’s opportunities to develop nutrition literacy. This is important during the primary school years, when food-related knowledge and skills are still developing []. School-based interventions can improve dietary behaviors, but their delivery differs across settings []. Clearer evidence is therefore needed to identify effective approaches and to guide the integration of nutrition education into school practice.