The Impact of Nutrition Training Programs on Knowledge, Confidence, and Behavioral Intention Among School Nutrition Professionals

Background U.S. Department of Agriculture Child Nutrition Programs provide essential nutrition supporting student health and academic outcomes. Rural school nutrition professionals (SNPs) face challenges such as staff shortages, limited resources, and inadequate training. This study evaluates a flexible training program tailored to address these issues. Methods Guided by the Theory of Planned Behavior and Lippitt‐Knoster model, an observational cohort study design with pre‐ and post‐training evaluations measured SNPs' knowledge, confidence, and behavioral intention. Participants completed 40‐h director or 8‐h staff training delivered through live virtual, asynchronous virtual, and in‐person formats. Data were analyzed using descriptive statistics, Mann–Whitney U tests, and three‐way cross‐tabulations. Results Participants demonstrated significant improvements in confidence levels and knowledge of both school nutrition basics and culinary skills. High behavioral intentions toward desirable practices were observed among participants. Flexible delivery formats enhanced participation and satisfaction, with virtual options especially beneficial for rural settings. Implications for School Health Policy, Practice, and Equity Flexible, theory‐based training models addressing rural SNPs' specific needs improve school meal quality, staff retention, and equitable access to nutrition education. Conclusions Tailored training programs incorporating diverse methods and incentives strengthen rural SNP capacity, enhancing health outcomes for students.