Table 4 Associations between FNS training, frequency of education, teaching approach, policies, funding and school demographics

Disagree

77

(52.0)

105

(60.3)

56

(61.5)

0.388

173

(61.4)

65

(49.6)

0.080

43 (52.4)

65 (63.7)

127 (58.0)

0.600

154 (58.8)

80

(57.1)

0.817

Neither

19

(12.8)

24

(13.8)

10

(11.0)

33

(11.7)

20

(15.3)

12 (14.6)

10

(9.8)

30 (13.7)

35 (13.4)

17

(12.1)

Agree

52

(35.1)

45

(25.9)

25

(27.5)

76

(27.0)

46

(35.1)

27 (32.9)

27 (26.5)

62 (28.3)

73 (27.9)

43

(30.7)

Training to teach food skills (n = 413)

Disagree

77

(52.0)

111

(63.8)

63

(69.2)

0.010

179

(63.5)

72

(55.0)

0.192

47 (57.3)

67 (65.7)

135 (61.6)

0.673

166 (63.4)

82

(58.6)

0.598

Neither

23

(15.5)

30

(17.2)

15

(16.5)

41

(14.5)

27

(20.6)

13 (15.9)

17 (16.7)

34 (15.5)

41

(15.7)

23

(16.4)

Agree

48

(32.4)

33

(19.0)

13

(14.3)

62

(22.0)

32

(24.4)

22 (26.8)

18 (17.7)

50 (22.8)

55 (21.0)

35

(25.0)

Training to teach food sustainability (n = 413)

Disagree

83

(56.1)

102

(58.6)

55

(60.4)

0.962

176

(62.4)

64

(48.9)

0.022

48 (58.5)

65 (63.7)

124 (56.6)

0.414

156 (59.5)

80

(57.1)

0.560

Neither

26

(17.6)

31

(17.8)

15

(16.5)

47

(16.7)

25

(19.1)

11 (13.4)

19 (18.6)

39 (17.8)

47 (17.9)

22

(15.7)

Agree

39

(26.4)

41

(23.6)

21

(23.1)

59

(20.9)

42

(32.1)

23 (28.1)

18 (17.7)

56 (25.6)

59 (22.5)

38

(27.1)

Frequency of FNS education

Never

14

(9.7)

25

(14.6)

14

(15.6)

0.146

40

(14.2)

13

(10.4)

0.551

5

(6.3)

15 (15.0)

32 (14.8)

0.068

34 (13.2)

18

(13.1)

0.005

Infrequently

74

(51.0)

98

(57.3)

52

(57.8)

153

(54.5)

71

(56.8)

43 (53.8)

51 (51.0)

128 (59.3)

158 (71.5)

63

(46.0)

Frequently

57

(39.3)

48

(28.1)

24

(26.7)

88

(31.3)

41

(32.8)

32 (40.0)

34 (34.0)

56 (25.9)

66 (25.6)

56

(40.9)

Teaching approach

Stand-alone only

26 (20.8)

27 (20.3)

17 (23.9)

0.118

46

(20.9)

24

(22.0)

0.907

11 (15.5)

21 (27.3)

33 (19.2)

0.014

42 (20.4)

23

(20.4)

0.058

Both stand-alone and cross-curriculum

62 (49.6)

49 (36.8)

34 (47.9)

96

(43.6)

49

(45.0)

39 (54.9)

37 (48.1)

65 (37.8)

82 (39.8)

59

(52.2)

Cross-curriculum only

37 (29.6)

57 (42.9)

20 (28.2)

78

(35.5)

36

(33.0)

21 (29.6)

19 (24.7)

74 (43.0)

82 (39.8)

31

(27.4)

Presence of FNS policies

Yes

36

(24.3)

55

(31.6)

27

(29.7)

0.113

71

(25.2)

47

(35.9)

0.047

16 (19.5)

37 (36.3)

61 (27.9)

0.046

72 (27.5)

42

(30.0)

0.116

Unsure

56

(37.8)

62

(35.6)

43

(47.3)

111

(39.4)

50

(38.2)

32 (39.0)

31 (30.4)

93 (42.5)

111 (42.4)

45

(32.1)

No

56

(37.8)

57

(32.8)

21

(23.1)

100

(35.5)

34

(26.0)

34 (41.5)

34 (33.3)

65 (29.7)

79 (30.2)

53

(37.9)

Funding for FNS activities

Yes

50

(33.8)

49

(28.2)

24

(26.4)

0.395

72

(25.5)

51

(38.9)

0.008

28 (34.2)

27 (26.5)

61 (27.9)

0.470

77 (29.4)

39

(27.9)

0.747

No

98

(66.2)

125

(71.8)

67

(73.6)

210

(74.5)

80

(61.1)

54 (65.9)

75 (73.5)

158 (72.2)

185 (70.6)

101

(72.1)

Funding for training to develop own FNS knowledge

Yes

31

(21.0)

26

(14.9)

21

(23.1)

0.200

42

(14.9)

36

(27.5)

0.002

14 (17.1)

23 (22.6)

36 (16.4)

0.401

44 (16.8)

29

(20.7)

0.331

No

117

(79.0)

148

(85.1)

70

(76.9)

240

(85.1)

95

(72.5)

68 (82.9)

79 (77.5)

183 (83.6)

218 (83.2)

111

(79.3)

Funding for training to teach FNS

Yes

32

(21.6)

28

(16.1)

22

(24.2)

0.234

48

(17.0)

34

(26.0)

0.034

15 (18.3)

21 (20.6)

41 (18.7)

0.904

48 (18.3)

29

(20.7)

0.561

No

116

(78.4)

146

(83.9)

69

(75.8)

234

(83.0)

97

(74.0)

67 (81.7)

81 (79.4)

178 (81.3)

214 (81.7)

111

(79.3)