Introduction
Alcohol home delivery services have expanded rapidly, raising concerns about their impact on alcohol consumption and related harms. A rapid systematic review was undertaken to examine the relationship between alcohol home delivery services and alcohol consumption patterns, related harms and regulatory compliance across Australia and comparable jurisdictions.

Methods
A systematic search was conducted across four databases, which resulted in 21 included studies, including 13 cross-sectional and two longitudinal investigations. All studies were reviewed, with data extracted using Covidence and formal appraisal of study quality carried out using JBI quality assessment tools.

Results
Use of alcohol delivery services was consistently associated with higher overall alcohol consumption, as well as greater likelihood of heavy episodic and high-risk drinking compared to people who did not use alcohol delivery services. Rapid delivery services were linked to extending a drinking session and receiving deliveries while intoxicated, with many users reporting they would have stopped drinking if this form of delivery had not been available. Compliance with age verification requirements was often poor, with 20% to 93% of deliveries occurring without ID checks. Unattended deliveries were also a feature in some studies. Limited research explored alcohol-related harms; one study associated extended availability of delivery by one hour with increased domestic violence assaults, while other studies noted greater negative consequences among delivery users. During the COVID-19 pandemic, alcohol delivery use rose substantially and was associated with heavier drinking patterns.

Conclusion
These findings support availability theory, highlighting how alcohol delivery services, especially rapid delivery, may increase consumption and undermine existing public health protections. Strengthened regulatory measures are needed, including robust age and intoxication verification, limits on delivery hours, and controls on targeted marketing to mitigate alcohol-related harms in an evolving retail environment.

Introduction: Parental supply of alcohol to teenagers should be avoided, however, many parents are unaware of risk and harms associated with adolescent alcohol consumption. In recognition of this, the Alcohol and Drug Foundation (ADF) developed and piloted values-based messaging to inform the generation of a mass media campaign. The campaign aims to increase parental knowledge and shift attitudes concerning the harms of underage alcohol consumption. An evaluation of this campaign was undertaken in September 2025 with parents in the ACT to determine effectiveness.

Methods: A modified pre/post online survey design was used. Parents (n=70; 51% male) were asked questions related to their attitudes and behaviors regarding the provision of alcohol to their underage children (12-17 years), then shown the campaign materials and the attitudinal and behavioral questions readministered.

Results: Following campaign exposure, there was a significant decrease in the proportion of parents who indicated they would supply their child with alcohol, both in the home (43% to 26%) and for consumption away from home (23% to 10%). Understanding the harms associated with underage drinking to children’s brain development increased by 11 percentage points after exposure to the campaign. Agreement that alcohol is harmful to teenagers’ health rose significantly from 91% to 99% as did agreement that parents should do their best ensure their child never drinks alcohol (51% to 76%). Of parents who indicated that they were ‘likely’ to supply their child with alcohol, 55% reported reconsidering this after viewing the campaign.

Conclusions: Exposure to the campaign produced several attitudinal and knowledge impacts among parents relating to the supply of alcohol to children. Future evaluation in other jurisdictions and with more comprehensive effect measures is necessary to assess the suitability of the campaign at the population level and its potential ‘real-world’ impacts.

A comprehensive needs analysis conducted by the Healthy Eating Advisory Service (HEAS), with support from the Victorian Government, revealed that cooks working in long day care (LDC) centres play a vital but often overlooked role in children’s nutrition. Cooks expressed strong motivation to provide nutritious meals but reported significant barriers. This includes working in isolation, low recognition, limited menu planning time, opportunities for professional development and peer connections. These insights highlighted opportunities within the sector, to co-design solutions that build the confidence of cooks, strengthen their connections, and foster a shared sense of purpose in creating healthy food environments.

In response, HEAS developed Cooks Connect, an initiative designed to connect and empower cooks in LDC. Grounded in lived experience, collaboration, and respect, this provides a model for local health promoters to bring cooks together through facilitated peer network meetings. The model supports cooks to share practical strategies, celebrate their role, and strengthen relationships with peers, while also connecting with educators and centre managers to prioritise healthy eating through menu planning and curriculum resources. Health promoters are equipped with a step-by-step framework, toolkit and supporting resources, which can be used as an entry point to services. These local networks foster trust, creativity, and mutual learning amongst cooks.

Since its launch two years ago, Cooks Connect has grown steadily, with 13 networks now established across Victoria. Ongoing consultation with cooks and health promoters allows Cooks Connect to remain relevant and meet the needs of the workforce. The initiative demonstrates how listening deeply to cooks and valuing their lived experiences can transform prevention practice. By empowering cooks, strengthening their professional identity, and embedding them within a supportive community, Cooks Connect offers a scalable model that nurtures the people and culture at the heart of early childhood nutrition.

Fussy eating is a common challenge in early childhood and can limit children’s ability to develop a nutritious, balanced diet. Research suggests that preschool-aged children benefit from hands-on, sensory food experiences that expose them to a wide variety of foods from different cultures. These experiences help children build positive relationships with food, foster curiosity, and develop lifelong habits that support their health and wellbeing. Yet many educators face barriers—such as limited resources and time—that prevent them from offering these enriching experiences.

The Cooking Together Tub Project was created to support educators in overcoming these barriers and to promote joyful, inclusive food education. Launched in Term 4, 2024, the tub includes child-safe cooking equipment and a practical educator toolkit. It is offered on loan to services across the City of Casey, City of Greater Dandenong, and Cardinia Shire for one term. By listening to educators and valuing their lived experiences, the project placed connection and collaboration at its heart. Children prepared meals together, explored diverse ingredients, and discussed food origins and textures. These experiences nurtured learning across multiple domains—including measurement, sequencing, and cause-effect relationships—while also building social skills like patience and cooperation.

Educators reported increased confidence and enthusiasm to plan cooking experiences. 100% of survey respondents agreed that the tub enabled them to undertake more cooking experiences than they otherwise would have. The tub also strengthened family engagement, with photo displays and learning stories sparking conversations and connection beyond the classroom.

This project demonstrates that projects that empower people to build upon their practices and connections with their community can lead to meaningful change. By honouring educator voice, fostering creativity, and engaging families, the Cooking Together Tub created a values-driven approach to early childhood food education. Evaluation findings, recommendations for broader implementation and sustainability will be discussed.

Food education at an early age can lead to embedding healthier habits in children for life. Previous scoping indicates a lack of age-appropriate, practical food education resources for early years services in Victoria, which integrate neutral language approaches to talking about food. Additionally, only 2.9% of Victorian children consume enough vegetables, highlighting the need for new approaches.

To address this, a Nutrition Resource Pack was co-designed with eight early years services, emphasising the voices and lived experiences of educators from diverse communities. The project prioritised collaboration and connection, engaging educators through workshops and consultations to ensure the resources were culturally relevant, practical and meaningful. The Nutrition Resource Pack was created to equip educators with engaging, non-pressured activities and guidance on using neutral language, supporting children to develop positive relationships with food and curiosity to try a wide variety of foods. Food education is more than just promoting healthy eating; it is about helping children feel confident to try new foods.

The resources were piloted with ten early years services across the City of Casey, City of Greater Dandenong and Cardinia Shire in Victoria. Survey and one-on-one consultation feedback from the pilot services lead to further adaptations in the Nutrition Resource Pack reflecting the importance of listening deeply to community needs. A capacity building workshop was developed to upskill early years educators on the use of neutral language around food and non-pressured ways to explore food.

The Nutrition Resource Pack was subsequently introduced to twelve additional early years services. Evaluation outcomes have demonstrated the positive impact of the resources on children, educators and families. To date, 100% of educator responses via survey showed their confidence to deliver activities that promote nutrition education in their service has increased. Evaluation findings and recommendations for broader implementation in early years settings will be discussed.

Introduction: The World Health Organization recommends against the use of non-sugar sweeteners (NSSs) due to limited evidence of long-term benefits and potential health risks. In contrast, non-sugar sweetened beverages are often promoted as healthier alternatives to sugar-sweetened beverages, potentially creating confusion among consumers. This study sought to provide insight into how the Australian public view NSSs.
Methods: A nationally representative online survey of Australian adults (N=2,876) assessed a range of NSS knowledge and perceptions, including general NSS knowledge, identification of sweeteners (sugars and NSSs), knowledge of NSS health effects, perceived ‘naturalness’ of NSSs, and NSS consumption awareness and intentions. Associations with demographic characteristics, and consumption patterns were also examined.
Results: Results indicated participants varied in general NSS knowledge. For example, 74% correctly indicated that NSSs must be listed in the ingredients list, but 77% incorrectly indicated that NSS use must also be declared on front-of-pack labels. Participants showed mixed ability to identify sweeteners, with this highest for sugars (63-69%), followed by natural sweeteners (16-72%), and lowest for artificial sweeteners (5-44%). Most (74%) believed NSS consumption to be associated with health risks, yet few perceived any personal current (15%) or future (17%) risks. Most participants perceived natural foods as important for health (87%), products containing artificial additives as harmful (56%), and sweeteners as unnatural (50%), and aimed to make healthy drink choices (68%). However, participants showed limited awareness or concern about the sweeteners they consume and were inconsistent in checking beverage packaging for added sugars (51%) or particular sweeteners (34–39%).
Conclusion: Australians value healthy and natural drink choices but displayed limited concern, awareness, and knowledge about NSSs and their NSS intake. These findings highlight the need for clear, evidence-based communication to improve consumer understanding and support informed beverage choices aligned with consumer values and public health goals.

Schools are uniquely positioned to support healthy eating amongst students, offering a consistent and equitable setting for health interventions. However, it is unclear to what extent educators, trusted community members central to student health and wellbeing, perceive healthy eating as a priority within the broader education agenda, particularly in socio-economically disadvantaged communities. This study explored school staff’s perceptions on the importance of healthy eating programs and environments in primary schools, and the barriers and facilitators to their successful implementation.

Using a qualitative research design, semi-structured interviews were conducted with primary school educators from western Sydney, New South Wales, an area characterized by a high level of disadvantage. We listened deeply to their lived experiences, navigating the complexities of supporting student health while managing curriculum demands and resource constraints. Interviews were held until achieving data saturation and thematic analysis was applied.

Nine interviews were completed (six principals and three teachers); two-thirds from schools of high socio-economic disadvantage (SEIFA quantile 1-2). Three themes were identified: 1) Schools are seen as critical to support healthy eating amongst students; 2) Curriculum and time pressure impact schools' ability to deliver healthy eating programs; 3) Food and nutrition insecurity challenge high disadvantaged schools. Adoption barriers included time pressures, a crowded curriculum and low parental engagement. Enablers emphasised connection and collective action: integrated cross-curricular content, established initiatives, positive role modelling, in-kind staff support, partnerships with community organisations, and a whole-of-school-staff approach.

In conclusion, educators view providing an equitable healthy eating environment and curriculum integrated classroom programs as critical for students’ health, wellbeing and academic achievement. This research highlighted the need to strengthen support to disadvantaged schools with systems-based approaches and community partnerships to improve food and nutrition security status of their students to reduce health inequities short-term, and facilitate positive benefits for student’s health and wellbeing longer-term.