This semester, one of my favorite courses has been Global Food Security (GSBA-311) taught by Professor Brian Dowd-Uribe. Throughout this course, we studied different actors and approaches striving to address the pressing challenges of food insecurity, with a particular focus on sustainability and justice. One of the foundational assignments this semester was our position paper, where we had the opportunity to write a research paper on a key controversial issue of our choosing concerning food security. 

For this assignment, I took the position: a comprehensive global approach to food literacy education in K-12 schools is the most effective long-term solution to reducing food waste in the U.S.   

This position was heavily influenced by my experience as a Sustainability Specialist, working at the Office of Sustainability, learning about zero-waste and educating my peers about the importance of proper waste-sorting practices. My consumption habits have notably been shaped by what I know about sustainability, which I learned through working at the Office and various environmental science courses. These experiences have demonstrated the immense value of education, especially in the context of consumption and environmental sustainability.

The following are excerpts of my final paper. 

  • The Problem of Food Waste and Need for Food Literacy

Food waste is a pressing issue around the world, especially within the United States. Not only is this problem paradoxical in the context of the growing global hunger crisis, but it also leads to substantial environmental, economic, and social consequences across the food chain from production to consumption. Of the 237 million tons of food in the U.S., 63 million tons of food was wasted in 2023 (See Appendix A, Figure 1; ReFED, 2025). Interestingly, Americans are aware of the problem of food waste. A Gallup poll conducted in 2023 found 86% of Americans surveyed recognize food waste as a problem and believe American households should do more (Gallup, 2023). Yet an extension of the survey, and numerous other studies, find that consumer behaviors within the household—such as discarding leftovers and relying on food date labels—is the most significant contributor to food waste (Gallup, 2023; UNEP, 2022; UNEP, 2024). This reflects the broader lack of understanding around food, food safety, and food preparation among the American public, and ultimately highlights the greater need for food literacy education in the U.S.

Food waste (FW) is most commonly defined as “uneaten food and inedible parts (e.g. peels, pits, bones)” (ReFED, 2025; p. 2). This waste occurs at all stages of the food chain and includes spoiled food, food not sold, leftovers on plates, and food rejected for appearance. This wasted food ultimately ends up in one of  “the following 8 waste destinations: composting, anaerobic digestion, landfill, combustion, sewer, dumping, spread onto land, or not harvested” (ReFED, 2025; p. 2). How this FW is managed only intensifies the problem. Most notably, when food is wasted, the resources used to produce it—such as water, energy, land, labor—are also wasted. This waste of resources further exacerbates the damaging impacts of FW. Environmentally, wasted food represents the loss of resources used to produce it as well as the ecological damage caused by converting native ecosystems into agricultural land (UNEP, 2024; ReFED, 2025). Once discarded, food decomposing in landfills produces methane, a potent greenhouse gas (GHG) that contributes to climate change (ReFED 2025). Economically, FW is a major strain on the economy, with an estimated value of $338B lost in 2023 (See Appendix A, Figure 2; ReFED, 2025). Socially, the issue is especially concerning because food that is thrown away could help address hunger as so many Americans are food insecure. Food insecurity persists in the U.S. and around the world not due to insufficient food supply, but because of inequitable access to food. 

Considering how pressing an issue of FW is within our food system, there are many proposed solutions to reduce FW. Over 45 solutions were proposed and modeled to reduce FW, many of which are endorsed by other NGOs and government agencies (USDA, 2024, U.S. EPA, 2024; WWF, 2024). Now it’s important to note that understanding what food is wasted, where it originates, and why it occurs can reveal key areas for potential progress in reducing FW. Using data from 2023, ReFED examines FW by sector, cause, and food type (See Appendix A, Figure 3). It is evident the residential sector generates the most amount of waste, leading many agencies and organizations to focus FW reduction strategies on consumers. However, consumers lack sufficient understanding of the food system for these strategies to be effective, reflecting the dire need for food literacy education. 

Food literacy (FL) can be defined as “the ability of an individual to understand food in a way that they develop a positive relationship with it, including food skills and practices across the lifespan in order to navigate, engage, and participate within a complex food system. It’s the ability to make decisions to support the achievement of personal health and a sustainable [food system] considering environmental, social, economic, cultural, and political components” (Cullen et al., 2015). Food literate consumers will be empowered with the knowledge and ability to navigate the food system as students, consumers, and the future generations of decision-makers. 

Therefore my position is that a comprehensive global approach to FL education in K-12 schools is the most effective long-term solution to reducing FW in the U.S.   

  • Food Literate Consumers 

Consumers are frequently tasked with the responsibility of reducing FW, yet they lack the education to do so. Because a high concentration of FW is generated from the residential sector, many governmental agencies suggest various ways consumers can reduce their FW at home (USDA, 2024; U.S. EPA, 2024). For example, the EPA provides several resources that “can be used in the home with your family, in school, or with youth groups,” including guidance on cooking, preparation, and storage (U.S. EPA, 2024). These resources shift the responsibility of reducing FW from the government to the consumer. The EPA even provides optional “resources for use in the classroom or to reduce wasted food at school,” further reinforcing the transfer of responsibility for changing consumer behavior away from the government (U.S. EPA, 2024). It’s ironic that the government is actively promoting food education as an optional strategy to reduce FW when it could instead enshrine it in policy and mandate it by law. 

  • Food Literacy Education

FL education has the capacity to strengthen this understanding among the American public, creating critical consumers, as it hosts a wide range of topics relating to food, our food system, and our relationship with it. In 2018, a study by Slater et al. “identified critical food literacy competencies required by youth as they transition to independent adulthood” (Slater et al., 2018). The study produced “a list of 59 food literacy competencies for youth,” which were clustered into the following three domains: (1) Functional Competencies: Confidence and Empowerment with Food; (2) Relational Competencies: Joy and Meaning through Food; and (3) Systems Competencies: Equity and Sustainability for Food Systems (See Appendix C, Figure 1; Slater et al., 2018). These three domains are essential to ensuring a comprehensive global approach to FL education, as they focus on the consumers relationship with food and the broader food system. Basic nutrition knowledge, food preparation and budgeting skills, food safety and hygiene knowledge are all strategies endorsed by governmental agencies such as the EPA; however, they are only achievable through consumer education (U.S. EPA, 2024; Slater et al., 2018; Smith et al., 2022). While many strategies and resources suggested by government agencies would successfully reduce FW, consumers require education to implement these strategies effectively and to ultimately change their relationship with the food system.

  • Future Power of Food Literacy

FL education has the potential to change consumers’ relationship with the food system, and ultimately the food system itself. K-12 students are the future generation of U.S. legislators and industry leaders–the individuals who will ultimately decide how our food system operates. Our future decisionmakers need to be empowered with knowledge of the food system to effectively bring about structural change. FL is crucial for initiating change as “when consumers are armed with understanding, people can leverage their capacity for improving the food system, and its impacts on human and planetary health” (Smith et al., 2022). Although the way this capacity is leveraged will vary across industry sectors, FL education ultimately leads to substantial environmental, economic, and social benefits by developing critical consumers, promoting healthier diets, fostering sustainability, and encouraging systemic change.

  • Alternative Strategies, Challenges, and Successes of Food Literacy  

Considering the sheer magnitude of the FW problem and its detrimental impact on the functionality of our food system, there is substantial scholarly research and policy discussion on strategies to reduce FW, and many experts argue there are more effective solutions to reducing FW than FL education (U.S. EPA, 2024; Weinraub, 2022). Suggested solutions predominantly include standardized date labeling and consumer behavior change. 

Another strategy for reducing FW is the standardization of date labeling. Food date labels provide retailers and consumers with information about the product, including “Best if Used By/Before,” “Sell-By,” and “Use-By” labels (Johnson, 2025; USDA, 2019). Despite several efforts, no single federal policy currently standardizes food labeling. The Food Date Labeling Act of 2025 (S.2541) would establish uniform date labeling requirements; however, no progress has been made on the bill since its introduction to both the House and Senate in July 2025 (Food Date Labeling Act, 2025). If enacted, the legislation would face numerous logistical and financial challenges. Additionally, by including both quality-based and safety-based labels, the act does not adequately educate consumers on the difference between these two labels. Even if implemented, the policy may not significantly reduce FW if consumers lack sufficient FL. 

As previously discussed, many government agencies promote consumer-focused solutions to reduce FW (U.S. EPA, 2024). While the strategies and resources are useful, they are ultimately ineffective as they fail to educate consumers on how to implement these provisions. A comprehensive, global approach to FL education throughout K-12 schools is needed to drive meaningful changes in consumer behavior. Such an approach is the most effective solution to reducing FW, as it teaches students how the food system operates while fostering values and encouraging mindful food consumption. 

While FL education is a promising long-term solution for reducing FW, it is important to recognize its limitations. Changing consumer behavior can be challenging, particularly in the context of environmental sustainability. For FL education to be effective, it must be implemented consistently throughout K-12 education, under a comprehensive and standardized approach, with curricula evolving each year to deepen students’ understanding of their relationship with food and the broader food system (Smith et al., 2022). Lessons must also be modeled in the classroom and at home to reinforce learning. Implementing a comprehensive, nationwide approach to FL education presents several timely challenges, including curriculum development, school support, and funding. 

Nevertheless, while FL education is not an immediate solution to FW, it represents the most effective long-term strategy as it fosters an appreciation for FW reduction and promotes broader food system awareness among students. In the meantime, policymakers should continue pursuing other FW reduction strategies such as food donations and standardized date labeling; these policies will only garner greater support from future generations.

Appendix A

Figure 1 – Food waste in relation to food in the U.S.

Figure 2 – Economic losses of food waste

 

 

 

 

 

 

 

 

Figure 3 – Examination of 2023 food waste by sector, cause, and food type (2025 ReFED U.S. Food Waste Report).

 

Appendix B

Figure 1 – Marginal Food Waste Abatement Cost Curve, 45 modeled solutions to reducing food waste (2025 ReFED U.S. Food Waste Report).

Appendix C

Figure 1 – Food literacy competencies for young adults, a conceptual framework for food literacy education (Slater et al. 2018)

 

References

Buzby, J. C., Farah Wells, H., & Hyman, J. (2014, February 20). The Estimated Amount, Value, and Calories of Postharvest Food Losses at the Retail and Consumer Levels in the United States | Economic Research Service. Usda.gov. https://www.ers.usda.gov/publications/pub-details?pubid=43836&v=0 

Cullen, T., Hatch, J., Martin, W., Higgins, J. W., & Sheppard, R. (2015). Food Literacy: Definition and Framework for Action. Canadian Journal of Dietetic Practice and Research, 76(3), 140–145. https://doi.org/10.3148/cjdpr-2015-010 

D-CT, R. (2025). Text – S.2541 – 119th Congress (2025-2026): Food Date Labeling Act of 2025. Congress.gov. https://www.congress.gov/bill/119th-congress/senate-bill/2541/text 

Gallup. (2023, November 14). Helping America Solve Its Food Waste Problem. Gallup.com. https://news.gallup.com/opinion/gallup/513977/helping-america-solve-food-waste-problem.aspx 

Johnson, R. (2025). Uniform Date Labeling of Food May Address Food Waste. Congress.gov. https://www.congress.gov/crs-product/IF10398 

ReFED. (2022). Food Waste Problem | ReFED. Refed.org. https://refed.org/food-waste/the-problem/ 

ReFED. (2025). 2025 ReFED U.S. Food Waste Report. Refed.org. https://refed.org/downloads/2025-refed-u-s-food-waste-report/ 

Slater, J., Falkenberg, T., Rutherford, J., & Colatruglio, S. (2018). Food literacy competencies: A conceptual framework for youth transitioning to adulthood. International Journal of Consumer Studies, 42(5), 547–556. https://doi.org/10.1111/ijcs.12471 

Smith, K., Wells, R., & Hawkes, C. (2022). How Primary School Curriculums in 11 Countries around the World Deliver Food Education and Address Food Literacy: A Policy Analysis. International Journal of Environmental Research and Public Health, 19(4), 2019. https://doi.org/10.3390/ijerph19042019 

U.S. EPA. (2024, January 4). Educating Youth about Wasted Food. Www.epa.gov. https://www.epa.gov/sustainable-management-food/educating-youth-about-wasted-food 

UNEP. (2022). International Day of Awareness of Food Loss and Waste (IDAFLW). Stop Food Loss and Waste. https://www.stopfoodlosswaste.org/advocacy/international-day/theme 

UNEP. (2024, March 27). Food Waste Index Report 2024. UNEP – UN Environment Programme. https://www.unep.org/resources/publication/food-waste-index-report-2024 

USDA. (2019, October 2). Food product dating | food safety and inspection service. Www.fsis.usda.gov. https://www.fsis.usda.gov/food-safety/safe-food-handling-and-preparation/food-safety-basics/food-product-dating 

USDA. (2024, December 11). Food Waste Activities. Usda.gov. https://www.usda.gov/about-food/food-safety/food-loss-and-waste/food-waste-activities 

Weinraub, M. (2022, April 25). Why Food Waste Is the “Dumbest Problem Ever” — and the Fascinating Ways We Might Actually Solve It. Center for Health Law and Policy Innovation. https://chlpi.org/news-and-events/news-and-commentary/food-law-and-policy/why-food-waste-is-the-dumbest-problem-ever-and-the-fascinating-ways-we-might-actually-solve-it/ 

WWF. (2024). Be A Food Waste Warrior. World Wildlife Fund. https://www.worldwildlife.org/teaching-resources/toolkits/be-a-food-waste-warrior