European Journal of Preventive Medicine 2016; 4(1): 13-19 Published online February 24, 2015 (http://www.sciencepublishinggroup.com/j/ejpm) doi: 10.11648/j.ejpm.20160401.13 ISSN: 2330-8222 (Print); ISSN: 2330-8230 (Online) Knowledge of Teachers in Regards to Childhood Malnutrition and Reported Nutrition Information Resources Mary Damilola Adu 1, * , Ikeoluwapo Oyeneye Ajayi 1 , Kayode Titus Adu 2 1 Department of Epidemiology and Medical Statistics, Faculty of Public Health, University of Ibadan, Ibadan, Nigeria 2 School of Land and Food, Tasmania Institute of Agriculture, University of Tasmania, Hobart, Australia Email address: adumdammy@gmail.com (M. D. Adu), ikeajayi2003@yahoo.com (I. O. Ajayi), aduktus@gmail.com (K. T. Adu) To cite this article: Mary Damilola Adu, Ikeoluwapo Oyeneye Ajayi, Kayode Titus Adu. Knowledge of Teachers in Regards to Childhood Malnutrition and Reported Nutrition Information Resources. European Journal of Preventive Medicine. Vol. 4, No. 1, 2016, pp. 13-19. doi: 10.11648/j.ejpm.20160401.13 Abstract: It is important to examine teacher’s knowledge on malnutrition since they are at the vanguard of the implementation of the school based malnutrition prevention programs and therefore has the vital role to influence nutrition information and behaviour in children. It is only teachers with accurate and substantial information that can orientate the children rightly. This study set out to assess the knowledge levels of teachers on malnutrition in childhood and to explore resources used for information on nutrition. This cross sectional study was conducted among 387 male and female teachers who agreed to participate from 26 public and 13 private primary schools in 3 semi-urban communities in Ido Local Government, Ibadan, Nigeria. A structured and pretested questionnaire was self- administered and collected immediately. Data collected was analysed using SPSS version 16 statistical software. The Mean knowledge score was 49.9; 214(55.3%), 145(37.5%), 28(7.2%) teachers had good, fair and poor levels of knowledge respectively. Handbook (80.4%), television (70.5%) and radio (62.5%) were the major resources reported for use on nutrition information. Based on the findings of this study, percentage of teacher’s with adequate knowledge on childhood malnutrition is not sufficient. In-service training focusing on the causes, effects, symptoms and prevention of malnutrition in childhood would be invaluable; teachers should also be provided with relevant text books that can enhance their knowledge on nutrition issues. Keywords: Risk Factors, Effects and Prevention of Childhood Malnutrition, Nutrition Resources 1. Introduction Childhood malnutrition, in different magnitude is found in all nations of the world and its effect on performance, health and survival had been the subject of research for several decades. Childhood malnutrition had been shown to have short and long term implication on health and was associated with 54% of death in developing countries [1-2]. Malnutrition literally means ‘bad nutrition’ and technically includes both under- and over-nutrition. According to The World Food programme (WFP), malnutrition is a state in which the physical function of an individual is impaired to the point where he or she can no longer maintain adequate bodily performance such as growth, physical work, resisting and recovering from disease [3]. To prevent the consequences of malnutrition, studies have proposed that preventive effort should start in early childhood through nutrition and physical education in schools [4]. This has led to the implementation of School Health Programs which includes comprehensive, well implemented malnutrition prevention interventions in form of; dissemination of nutrition and physical information and good dietary practices to promote children’s health and fitness [5-7]. Primary schools are particularly suitable because at this stage, nutrition lessons are simple, interesting, colorful and easily learned through demonstration, illustrations, and practical approaches which are natural to nutrition education; thus creating awareness, understanding on the benefits of healthy eating and impacting skills for physical activity therefore inducing positive behaviour change towards healthy food and physical exercise,. This will invariably improve the health status of children and eventually prevent malnutrition [8-9]. Teachers have a broader and long accepted responsibility for supporting the health of their students; since many children and adolescents are expected to be