Nursing and teacher education faculty members in the College of Education and Health Professions collaborated on a new curriculum to give secondary students across Arkansas a deeper understanding of infant feeding practices.

The interdisciplinary team — which includes Kelly Vowell Johnson, Sheri Deaton and Allison Scott — developed the module in response to Arkansas House Bill 1526, which mandates the inclusion of breastfeeding education in public school secondary health courses. Johnson and Scott are both associate professors at the Eleanor Mann School of Nursing, and Deaton is an assistant professor in the Department of Curriculum and Instruction.

The school course will equip teenagers with essential knowledge that could shape healthier futures for themselves, their families and their communities.

"The purpose of this project is to provide accurate, evidence-based information on infant and maternal benefits of breastfeeding to allow future parents to make an informed decision on how to feed their infant," Scott said. "By requiring this information in secondary curriculum, Arkansas has taken an important step to improve maternal-infant outcomes, and this module provides a uniform, easy-to-use solution."

The faculty team created an educational website and professional module that gives teachers the resources they need to educate their students about infant feeding practices. The module was developed from research-based literature and uses age-appropriate materials to enhance awareness and understanding of the benefits of breastfeeding.

The three conducted a study using their educational materials with over 100 students at the Don Tyson School of Innovation in Springdale. Participants, all of whom were in eighth grade, completed a pre-survey, the 20-minute module and a post-survey. Findings from the study indicated that the infant feeding module significantly improved students' understanding of breastfeeding benefits.

Scott said the study underscored the potential of structured breastfeeding education modules in developing knowledge and attitudes about infant feeding among teens. The study's results highlight the impact of incorporating targeted educational efforts, like this module, within the class curriculum to improve public health awareness and maternal-infant outcomes.

"The teachers we worked with were excited to receive the new curriculum and shared it was done tactfully and professionally," Deaton said. "Students were engaged with the module and gave positive feedback to their teachers regarding their newfound understanding of concepts regarding laws, nutritional facts and the importance of infant feeding choices."

Throughout the study, male participants demonstrated a notable shift in knowledge, with a significant decrease in uncertainty regarding the nutritional differences between breast milk and formula, Scott said. Female participants also showed increased confidence in understanding recommended infant feeding practices.

Before this module, a specific targeted infant feeding curriculum for public schools in Arkansas did not exist. In addition to information about the infant benefits of breastfeeding, the module also emphasizes the maternal benefits of breastfeeding. The module notes research from the American Heart Association and other top-cited research platforms to explain how breastfeeding can have many maternal benefits, like a reduced risk of cardiovascular disease.

The well-rounded infant feeding education module allows students and teachers to explore all infant feeding practices and make informed decisions about their future.

This educational project was made possible through a College of Education and Health Professions WE CARE Team Up Grant. WE CARE is an acronym for Wellness and Education Commitment to Arkansas Excellence and provides funding for projects that promote impactful research, service to Arkansas and a caring culture.