Tips for Cooking with Youth

Most people learn best by doing, so whenever possible, allow youth to try tasks on their own.

Youth will need to be supervised when they are using knives and sharp kitchen utensils (e.g., graters, peelers and blenders) Review food safety, as well as the importance of handwashing and cleanliness at each cooking session. The youth may not know the name of different utensils, cooking terms and appliances used in the kitchen. It is important to begin each class with a review of the terms and supplies that will be used.

When youth are tasting the recipes at the end of the session, they will likely talk about what they like and do not like about them. Many of the youth will be trying some foods for the first time. It is important not to pressure anyone to try something if they do not want to. Children often need to see a food up to 15 times before they are willing to taste it and they are more likely to want to try a food if they feel no pressure. Some adults feel that a ‘one bite rule’ is helpful. They feel that if the child has ‘one bite’ of a new food, they will realize that it is tasty and want to eat more. This is not recommended in YTC sessions as this is a form of pressure.

What is the best way to teach students about food and eating?

The best approach is positive, inclusive and neutral. Emphasize that food fuels us with the energy we need to learn, play, grow, and function each day. Remind students that eating looks different for everyone and is shaped by many factors, such as cultural or family traditions, food access, personal preferences, allergies and individual experiences. Show interest in all types of food without judgment and celebrate cultural, religious and personal food practices. Use books, stories or classroom discussions that reflect a variety of food experiences. During food-related activities, create a calm, welcoming space where students can choose whether to taste or handle food, and offer alternatives when needed to include everyone. 

Should I teach students about calories and nutrients?

Children in kindergarten to grade 8 are still developing abstract thinking skills. Instead of focusing on nutrition facts or the health benefits of specific foods, encourage curiosity through hands-on learning and food exploration. Offer samples of fruits, vegetables or whole grains, especially ones students may not have tried before, and invite them to describe the taste, texture and smell using sensory words. Try growing herbs or lettuce in small containers to help students learn where food comes from. Ask students to share a family food story or favorite recipe to celebrate cultural diversity. These activities help build skills, reduce food anxiety, and support a positive relationship with eating. 

Should I be talking about “unhealthy” or “junk" foods?

Avoid labelling foods as “good” or “bad,” “healthy” or “unhealthy." These categories encourage black-and-white thinking and don’t reflect the complex factors that shape how and what people eat, like time, access, culture, or family routines. While some foods are more nutrient-rich, that doesn’t make them better or more valuable. Food also contributes to joy, connection and culture, and all of these support our health and well-being.  

Instead of using labels, refer to food as by their actual names, like saying “cookies” instead of “junk food” or “broccoli” instead of “healthy food.” This neutral language helps reduce judgement and supports a more positive relationship with all types of food.

How can I help students tune into their hunger and fullness cues?

Help students understand that our bodies naturally signal when we are hungry or full, and these cues guide us in deciding what and how much to eat. Use simple language to explain what physical hunger feels like, such as a growling stomach, low energy or feeling empty, and help students notice these sensations before meals or snacks. Ask students to consider whether their stomach is feeling hungry or are they feeling something else like boredom or sadness when reaching for food. This builds awareness without judgement. 

Remind students that eating isn’t always about physical hunger. Food is also tied to emotions, routines, traditions, and celebrations. Teach them the difference between eating for physical reasons and emotional reasons. Emotional eating is normal and can be one way people cope with feelings, especially when balanced with other coping strategies. Encourage students to explore other ways to manage emotions, like drawing, playing, going for a walk, or talking with someone. Support students in developing a positive relationship with food, one that allows them to enjoy a variety of food without guild, fear or shame.

Adapted from 'A Tool for Every Educator' with permission from the KFL&A.

Hand out copies of the Food Guide Snapshot or refer youth to Canada’s Food Guide for more information. 

If participants ask questions that you are not able to answer or that deal with issues of body weight, dieting or calories, refer them to free nutrition information or advice from a registered dietician by calling 8-1-1 or visiting Health 811. 

Support from parents/guardians is important for youth to be able to practice what they learn during YTC sessions. Parents and guardians must feel that their child can safely use equipment and follow recipes. Take the opportunity to speak with parents and guardians, when possible, to reassure them that youth aged 10 and up should be able to do almost any task in the kitchen safely. Encourage them to allow their child in the kitchen to prepare meals together. Invite them to participate in one or more of the sessions if possible.