In recent years, the conversation around ‘clean eating’, a health trend that has gained significant traction on social media, has made its way into our classrooms.
‘Clean eating’ focuses on eating mostly whole, minimally processed foods, and avoiding highly processed foods. It may involve cutting out entire foods or food groups such as carbohydrates, wheat/gluten, dairy, and sugar.
While the intention is often to promote health, it is vital for educators, parents, and carers to navigate this topic with a focus on holistic wellbeing rather than rules and restriction.
At freshSNAP, we believe that fostering a positive relationship with food is one of the most impactful lessons a teacher or parent/carer can provide.
What does the curriculum say?
In teacher professional development (PD) sessions, one of the most consistent themes we return to is the importance of language when talking about food and nutrition with students.
This focus has been reinforced through recent updates and curriculum guidance, which emphasise the need to avoid practices that can unintentionally cause harm and instead promote a strengths-based approach to health and wellbeing education.
Current curriculum advice discourages activities that may lead to comparison, judgement, or harm in relation to food and body image. These include:
- Critiquing or comparing students’ personal food or wellbeing choices
- Calculating kilojoules or calories in student activities
- Assessing body weight, measurements, or BMI
- Recording or monitoring individual food intake through diaries
- Focusing on constant self-improvement framed as becoming “healthier”
- Labelling foods as “good” or “bad”
These practices can unintentionally shift the focus from learning about health to evaluating students’ personal behaviours and bodies.
Shifting the narrative: from morality to meaning
One of the most significant shifts educators and parents/carers can make is moving away from labelling foods as “good” or “bad.” When food and eating becomes moralised or judged for being ‘right’ or ‘wrong’, this can inadvertently contribute to feelings of anxiety, guilt, or shame in students, rigid thinking around food/meals, and confusion about the link between food and wellbeing.
A more effective approach is to focus on how food supports students’ lives, rather than assigning value labels to foods themselves.
In practice, this means shifting classroom conversations toward questions like:
- How does this food help our bodies grow and develop?
- How does food give us energy for learning and play?
- What foods help us feel satisfied and focused in class?
- How do meals connect us with family, culture and friends?
This approach helps students understand that food is not just a set of rules – it is part of everyday life, identity, and wellbeing. By focusing on energy, growth and development, and family/social connection rather than critiquing and comparing personal food choices and habits with those of other people, students are empowered to listen to their bodies.
Understanding the ‘core’ and ‘non-core’ framework
Many educators already use the clear and supportive concept of core and non-core foods as a practical way to help students understand nutritional value without judgement.
- Core foods are those that provide the nutrients our bodies need regularly for growth, development and energy. These include fruits, vegetables, wholegrains, dairy or alternatives, legumes, and lean proteins.
- Non-core foods are foods and drinks that are typically higher in added sugars, saturated fats and salt, and are eaten less often. These foods are often enjoyed for taste, culture, celebration or social occasions.
The key distinction is not moral – it is frequency and function.
Core foods support everyday nutrition needs, while non-core foods can be part of a balanced eating pattern and often play important social and cultural roles. This framework teaches students that while core foods are the foundation of their daily vitality, there is a legitimate place for enjoyment in a balanced life.
Small shifts in language matter
Even when using core and non-core categories, it is important to resist slipping into language that suggests hierarchy or judgement.
| Instead of saying: | Try: |
| “That’s a good food choice.” | “That food gives your body nutrients for energy and growth.” |
| “That’s a bad food.” | “That’s a food we might enjoy sometimes.” |
| “Make healthier food choices.” | “Think about how different foods make us feel, help us learn, and help us grow.” |
These small shifts help students build understanding without attaching guilt or shame to eating behaviours.
Supporting student wellbeing through food education
A strengths-based approach to nutrition supports both learning and wellbeing. When students are not worried about being judged for their food choices, they are more likely to:
- Engage openly in classroom discussions
- Develop curiosity about food and nutrition
- Build positive relationships with eating
- Understand balance and variety in real-life contexts
Importantly, this approach also recognises that food choices are shaped by many factors, including family culture, availability, cost, preferences and personal circumstances.
As educators, the language we choose shapes more than student knowledge – it shapes how children feel about food, their bodies and their wellbeing.
By moving away from moral labels and toward a focus on function, balance and lived experience, we can align with curriculum guidance and create learning environments that are both educational and safe.
Using frameworks like core and non-core foods can be valuable when taught in a way that emphasises nutrition, context, and enjoyment – not judgement.
