Presented By: Laura Rice, University of Minnesota
Co-Authors: Daniel Foster, Pennsylvania State University
Amara Livingston, University of Minnesota
Melanie Miller Foster, Pennsylvania State University
Amy Smith, University of Minnesota

With 12.8% of U.S. households experiencing food insecurity in 2022, there is a need to explore and understand how AFNR teachers impart crucial global food security knowledge to students. This study describes educator current perceptions of food security education in [State's] Agricultural, Food, and Natural Resources (AFNR) secondary programs. Two objectives guided the study including understanding teachers' perceptions and practices as well as identifying educator professional development needs. Data was collected through an online survey and focus groups. Seventy-nine [State] AFNR teachers completed the survey providing demographic information, confidence levels in teaching food security related topics, and current practices. Seven [State] AFNR teachers volunteered to participate in a focus group to provide insights on teacher experiences, challenges, and existing practices around food security education. We generated descriptive statistics and used thematic analysis to identify, organize, and highlight patterns in the data. Findings emphasize the multifaceted instructional approaches teachers take to integrating food security education, including diverse resources, and engaging in professional development opportunities. Four themes emerged from the thematic analysis of the focus group. These themes include 1) Maintaining student interest, 2) Food security in other AFNR pathways and disciplines, 3) Barriers and Needs, and 4) Instructor motivators. Findings indicate a need for an accessible repository of instructional resources related to food security education for teachers, online professional development modules to increase student knowledge and confidence in food security education and related topics. Recommendations include future initiatives such as a comprehensive instructional unit, seminars, and an observational study to enhance global food security education practices for evaluation of teaching practices and curricula. This study contributes insights to address the complex issue of food security education within the school system, laying the groundwork for a more informed and globally competent generation.