Maternal Knowledge, Attitudes, and Practices Toward Complementary Feeding in Rural Bangladesh: A Cross‐Sectional Study

ABSTRACT Background Complementary Feeding is essential for child growth and development, particularly between 6 and 24 months of age, when nutritional demands exceed what breast milk alone can provide. However, persistent gaps remain between maternal knowledge and actual feeding practices in many low‐ and middle‐income countries (LMICs). Inappropriate complementary feeding contributes significantly to child malnutrition in Bangladesh. This study examined the knowledge, attitudes, and practices (KAP) of mothers regarding complementary feeding in a rural area of Tangail, Bangladesh. Methods A cross‐sectional survey was conducted among 160 mothers of infants aged 6–24 months. Data were collected using a structured questionnaire, guided by World Health Organisation (WHO) recommendations and previously validated KAP instruments. Results Most mothers (93.1%) had introduced complementary feeding to their children, and 82.5% correctly identified the appropriate age for initiating. Only 66.9% practised adequate hygiene in food preparation, and 93.1% affirmed the importance of nutritious complementary food for proper growth and development. Homemade foods were preferred by 89.4% of mothers, though 16.3% introduced formula milk early. Attitudes toward feeding during illness were mixed. However, 60% of mothers reported offering extra food during illness, which aligns with WHO recommendations. Mothers with higher education and income demonstrated significantly more positive attitudes, and employed mothers and those in nuclear families showed significantly better complementary feeding practices. Conclusion This study found while most mothers in rural Bangladesh know when to initiate complementary feeding, substantial gaps persist in hygiene and feeding practices. Increased community‐based and family‐centered nutrition education, as well as the integration of growth monitoring into maternal and child health services, are recommended to address observed practice gaps. Further research should explore barriers to applying knowledge in practice.