Ditching Diet Talk: A Qualitative Study of Teachers Implementing Weight‐Inclusive Nutrition Curriculum in the High School Health Classroom

ABSTRACT Background Nutrition education in U.S. high schools is traditionally taught from a weight‐centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight‐inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. Methods This pilot study examined the perspectives of three teachers using a small‐scale qualitative case study approach coupled with researcher‐led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data. Results Findings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub‐themes further illustrated teachers' experiences and perceptions. Implications for School Health Policy, Practice, and Equity Results highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom. Conclusions Re‐framing nutrition education using a weight‐inclusive lens is possible; however, long‐term adoption depends on WIN specific support and collaboration within schools.