bstractObjectivesTo study awareness, routines, and knowledge of food safety among direct support personnel and to assess the impact of food safety lecture in the short and long term.MethodsA group of 10 direct support personnel at a new group home for people with intellectual disability participated in the lecture. The lecture included authentic cases, facts and authoritative information. Three surveys were administered, one before, one immediately after the lecture, and one 9 months post-lecture.ResultsDaily food safety routines of the participants were poor before the intervention. Food safety education in form of a single lecture increased the awareness of food poisoning risks but in some ways declined shortly after. Participants retained information regarding food handling risks presented as authentic case facts and authoritative information to a higher extent. On the long-term the food safety routines were slightly influenced by the lecture.ConclusionTo success with food safety education, authentical cases increase the awareness more in the long term than theoretical information. Food-safety routines are more resistant to change with time being a critical factor. Repetitive education is needed for knowledge to sustain. Further and more extended studies are needed to develop tailored education for this group of professionals.