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We investigated the nutrition education (NE) practices of teachers of grade 4‒7 learners in 11 primary schools (85% of total number) of the Bronkhorstspruit district (Gauteng Province) to identify opportunities for improving NE in these schools. A descriptive cross-sectional survey was carried out among a convenient sample of the teachers (N = 73) using a structured nutrition education practice questionnaire. Descriptive data analysis was done. Results showed that the majority of the teachers taught nutrition in about 10% to 20% of their teaching time. Thirty percent had no training to teach nutrition, and most teachers (86%) would like to receive training in nutrition. Teachers mostly taught nutrition as part of the curriculum (67%) and very few (18%) integrated nutrition into other subjects. Needing improvement were adequate classroom time for nutrition education delivery, continuing training in nutrition for teachers, and provision of up-to-date instructional materials for teaching nutrition.

The African population in South Africa is undergoing relatively rapid transition in lifestyle, with increasing proneness to western diseases. At the Medical University of Southern Africa (MEDUNSA), the majority of the African students come from homes where mainly cereal‐based diets are eaten. They are now exposed to ‘western’ foods. To throw light on the subsequent changes, between 1989 and 1993, 383 third year students underwent a practical course on nutritional assessment, which included determinations of anthropometry, 3 days’ estimated dietary intake record, and serum lipid analysis. Results indicated that their dietary risk levels for western diseases were now approaching the high levels prevailing in white populations. While the likelihood of influencing African students to meaningfully conform to a ‘prudent’ diet and lifestyle is remote, every endeavour must be made to fully inform them of the benefits likely to follow.