Context: Adolescence is a critical stage for improving nutrition. The popularity of smartphones makes them an ideal platform for administering interventions to adolescents. A systematic review has yet to assess the impact of smartphone app–based interventions exclusively on adolescents’ dietary intake. Furthermore, despite the impact of equity factors on dietary intake and the claim for mobile health of increased accessibility, there is minimal research on the reporting of equity factors in the evaluation of smartphone app–based nutrition-intervention research. Objectives: This systematic review examines the effectiveness of smartphone app–based interventions on adolescents’ dietary intake and the frequency with which equity factors and statistical analyses specific to equity factors are reported in these intervention studies. Data Sources: Databases (ie, Scopus, CINAHL, EMBASE, MEDLINE, PsycINFO, ERIC, and Cochrane Central Register for Randomized Control Trials) were searched for studies published from January 2008 to October 2022. Smartphone app–based intervention studies that were nutrition focused, evaluated at least 1 dietary intake variable, and included participants with a mean age between 10 and 19 years were included. All geographic locations were included. Data Extraction and Analysis: Study characteristics, intervention results, and reported equity factors were extracted. Because of the heterogeneity of dietary outcomes, findings were reported as a narrative synthesis. Conclusion: In total, 3087 studies were retrieved, 14 of which met the inclusion criteria. Eleven studies reported a statistically significant improvement in at least 1 dietary outcome because of the intervention. Reporting of at least 1 equity factor across articles’ Introduction, Methods, Results, and Discussion sections was minimal (n = 5), and statistical analyses specific to equity factors were rare, occurring in only 4 of the 14 included studies. Future interventions should include a measurement of intervention adherence and report the impact of equity factors on the effectiveness and applicability of interventions for equity-deserving groups.

Indigenous communities in Canada are concerned about the health of their youth and the reclamation of traditional food-related skills amongst their people. Food sovereignty has an integral role in food and nutrition security, and the path to Indigenous self-determination. Learning Circles: Local Healthy Food to School (LC:LHF2S) was a community engagement model that aimed to enhance access to local, healthy, and traditional foods for youth. In each of four First Nations communities, a Learning Circle Evaluation Facilitator worked to plan and implement activities, build on community strengths, and promote partnerships. This paper describes how the model was perceived to support food sovereignty. Data included interviews, process reporting, and school surveys, and was analyzed according to pillars effective for the development of food sovereignty in Indigenous communities. Goals set by two communities incorporated food sovereignty principles, and in each community capacity-building work furthered the development of a more autonomous food system. There were many examples of a transition to greater food sovereignty, local food production, and consumption. Indigenous governance was an important theme and was influential in a community’s success. The model appears to be an adaptable strategy to support the development of food sovereignty in First Nations communities. Novelty: LC:LHF2S was a community engagement model that aimed to enhance access to local, healthy, and traditional foods for youth. The model is an adaptable strategy to support the development of food sovereignty in First Nations communities. There were many examples of a transition to greater food sovereignty, local food production, and consumption.

Indigenous communities in Canada are concerned about long-term food sovereignty and the reclamation of traditional food-related skills among their people. Learning Circles: Local Food to School (LF2S) was an innovative community-based project that worked to promote multisectoral partnerships, focused on food. Guided by a facilitator, the Learning Circle (LC) brought together interested community members to plan and implement activities aimed at enhancing access to local, healthy, and traditional foods for school communities. The article describes the context, process, and food-related outcomes of the LC in Haida Gwaii (HG), British Columbia, Canada and evaluates perceptions of the transition in local food systems, food literacy, and community capacity associated with the LC. The sources that were gathered between 2016 and 2018 included annual semidirected interviews with community members and the Learning Circle Coordinator (LCC) (n = 24), process reporting (e.g., reports, conference calls, food sourcing and tracking data) (n = 62 documents), and photographs (n = 75). Data were analyzed thematically. HG has a rich food environment and a vibrant local and traditional food culture. A variety of local food-related activities had been taking place before the launch of the LC in 2013, and by 2016 the initiative was firmly established. Between 2016 and 2019, activities in HG focused on schools (e.g., sourcing local, healthy food and developing traditional skills through schools) and pioneering local food pantries. Participants valued increased access to local and traditional foods and opportunities to build youth knowledge and skills. Noted successes of the LC process included transitioning to Haida leadership and fostering relationships. The inherent flexibility of the LC model means that communities can prioritize activities of interest. The evolution of the LC model in HG is an inspiration for other communities working to enhance food sovereignty.

Interventions to improve dietary quality and intake of fruits and vegetables (FV) among Canadian children have had modest success, and it has been suggested that food knowledge could be key to improvement. Programs have been criticized for insufficiently connecting food knowledge with food skills and decision making about dietary intake. The objective of this study was to investigate factors associated with FV consumption by elementary school children, aged 9–14 years, in Ontario, Canada, including food knowledge, socioeconomic status, sociodemographic characteristics, and the food environment. In 2017–2019, a cross-sectional survey was administered to 2443 students at 60 elementary schools across Southwestern Ontario (SWO), Canada. A parent survey was used to validate self-reported sociodemographic variables. The mean intake of FV reported by these participants was 2.6 (SD 1.1) and 2.4 (SD 1.2) servings/day, respectively. A FV intake below WHO guidelines was reported by 40.7% of respondents. Knowledge score, child age, and parent employment status significantly predicted higher reported intake of FV. This study shows that FV intake among this population group is low, and increased intake is associated with higher food knowledge. To encourage healthy eating, school-based food and nutrition programs that incorporate multiple components and emphasize food literacy are needed.

Youth health, long-term food sovereignty and the reclamation of traditional food-related knowledge are areas of concern within Indigenous communities in Canada. Learning Circles: Local Healthy Food to School (LC:LHF2S) built on an exemplar program in four predominantly Indigenous communities. In each, the initiative worked with interested community members to plan, implement and evaluate a range of activities aimed at enhancing access to local, healthy and traditional foods for schools and youth. This case study describes the context, process, outcomes and perceptions of implementation in one of the communities, Hazelton/Upper Skeena, located in northern British Columbia. Data were collected between 2016–2019 and included semi-directed interviews with community members and LCEF (n = 18), process reporting (e.g., LCEF reports, emails, conference calls and tracking data), photographs and video footage, and photovoice. Data were analyzed thematically. Hazelton/Upper Skeena has an active local and traditional food culture. Indigenous governance was supportive, and community members focused on partnership and leadership development, gardens, and food skills work. Findings point to strengths; traditional food, knowledge and practices are valued by youth and were prioritized. LC:LHF2S is a flexible initiative that aims to engage the broader community, and exemplifies some of the best practices recommended for community-based initiatives within Indigenous communities. Results indicate that a LC is a feasible venture in this community; one that can facilitate partnership-building and contribute to increased access to local and traditional food among school-aged youth. Recommendations based on community input may help the uptake of the model in similar communities across Canada, and globally.

Integrated knowledge translation (IKT) and community-based participatory research (CBPR) are recognized as effective approaches when Indigenous and non-Indigenous partners work together to focus on a common goal. The “Learning Circles: Local Healthy Food to School” (LC:LHF2S) study supported the development and implementation of Learning Circles (LC) in 4 Canadian Indigenous communities with the goal of improving local, community-based healthy food systems. Critical to the research process were annual gatherings (AG) where diverse stakeholders (researchers, Indigenous community members, and partners) visited each community to share knowledge, experiences, and provide support in the research process. Using a qualitative, descriptive method, this paper explores how the AG supported IKT across partners. Yearly interviews involving 19 total participants (with some participating multiple times across the 4 gatherings) elicited their AG experiences in supporting local LC:LHF2S. Three themes with multiple sub-themes were identified: (a) setting the stage for IKT (importance of in-person gatherings for building relationships across partners, learning from each other), (b) enabling meaningful engagement (aligning research with Indigenous values, addressing tensions and building trust over time, ensuring flexibility, and Indigenous involvement and leadership), and (c) supporting food system action at the local level (building local community engagement and understanding, and integrating support for implementation and scale-up of LC). This paper provides useful and practical examples of the principles of Indigenous-engaged IKT and CBPR in action in healthy, local, and traditional food initiatives. AG are a valuable IKT strategy to contribute to positive, transformative change and ethical research practice within Indigenous communities.