ABSTRACT Background Childhood obesity disproportionately affects low‐income Hispanic children. After‐school programs (ASPs) provide opportunities to address nutritional disparities through targeted educational interventions. Methods This study evaluated a 5‐week general nutrition education program in 80 third‐ to sixth‐grade students at a Title I elementary school. Nutrition knowledge, self‐efficacy, and dietary behaviors were assessed using the Healthy Plate Photo Method (HPPM) and healthy habits survey (HHS). Data were analyzed using ANCOVA and mediation analysis. Results Significant improvements occurred in nutriti`on knowledge (HPPM: R 2 = 0.51, p < 0.001; HHS: R 2 = 0.52, p < 0.001). Attendance positively predicted knowledge gains ( β = 0.38–0.39). However, no significant changes were observed in self‐efficacy ( p = 0.53) or dietary behaviors ( p = 0.82). Self‐efficacy did not mediate the knowledge–behavior relationship. Implications for School Health Policy, Practice, and Equity. Brief ASP nutrition interventions can effectively enhance foundational knowledge among underserved populations. However, achieving behavioral change may require longer interventions incorporating self‐efficacy building strategies and environmental supports. Schools should integrate family and community components to address socioeconomic barriers affecting dietary practices. Conclusions While ASPs successfully improve nutrition knowledge, translating knowledge into sustained dietary behavior changes may require comprehensive, multi‐level interventions addressing individual, family, and community factors.
Jongseon Kim (2025) studied this question.