Rethinking School Meals in K-12 Education (original) (raw)
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Journal of School Health, 1998
This paper describes an intervention to increase high school students' fruit and vegetable consumption. Twelve schools were randomized to intervention or control conditions. The cohort (2,213 students; 56% females, 84% Caucasian) were followed from 9th to 12th grades. Interventions comprised a media campaign, classroom workshops, school meal modification, and parental support. Usual daily servings of fruit/vegetables increased 14% in the intervention compared to the control group (p > 0.001) the first three years. At follow-up, consumption within the control group also increased, resulting in no significant difference between groups. Intervention group knowledge scores and awareness indicators were significantly higher than those of the control group (p < 0.0001). Gimme 5 provided a first model to show that dietary habits of high school students can be influenced by positive media messages relative to that age group, increased exposure to a variety of tasty products, and minimal classroom activity.
A school-based intervention to promote dietary change
Journal of Adolescent Health, 2005
Purpose: This study examined the effect of 2 school-based interventions on adolescents' consumption and knowledge of fish with the hypothesis that home economics education would enhance the effect of modifications in the school canteen. The school lunch intervention (SL) focused on changes in the school canteen, and the school lunch ϩ home economics intervention (SL ϩ HE) in addition consisted of changes in the home economics syllabus. Pupils in the 8th grade (n ϭ 228) from 3 schools in Göteborg, Sweden, participated (control, n ϭ 83; SL group, n ϭ 58; SL ϩ HE group, n ϭ 87). Methods: A controlled design was used in which behavior and knowledge were assessed before and after the intervention. In contrast to much previous research of this type, measurement of behavior was based primarily on direct observation as opposed to self-reported intakes. Behavior (fish consumption) was measured individually by structured observations in the school canteen 5 times (once a week) when fish was served. Nutritional knowledge was measured by means of 10 items in a questionnaire. To analyze changes in behavior, a nonparametric statistical method assessing systematic change in paired ordered categoric variables was used. Results: At follow-up evaluation, consumption had increased significantly in the SL ϩ HE group, a change that also differed from the control group. In addition, significant positive changes in knowledge were observed in both intervention groups, but not in controls.
School-Based Nutrition Education Intervention
Journal of Public Health Management and Practice, 2011
Objective: To test the feasibility and efficacy of an enhanced curriculum delivered in a ninth-grade health class to promote a healthy weight. Design: A quasi-experimental design utilizing pre-and postmeasurements of height, weight, and self-reported eating behaviors was employed to evaluate the impact. Setting: Participants were enrolled in 2 rural high schools in eastern North Carolina. Participants: Participants were ninth-grade students enrolled in a required health class. Participants in intervention group (n = 214) and control group (n = 185) were aged 13 to 19 years with an overweight prevalence of 41% and 39% at baseline, respectively. Intervention: Students in the intervention group received 6 hours of nutrition education based on social cognitive theory, which was integrated within the existing health course. Main Outcome Measures: Changes in body mass index and fruit and vegetable intake were the dependent variables. Independent sample t-test and χ 2 were used to assess within and between group changes. Results: Mean body mass index decrease (0.11 kg/m 2) was greater in the intervention school than in the control group (0.04 kg/m 2 , P = 0.34). The proportion of students with an increase of 1 serving of fruit or vegetable was greater in the intervention and approached significance for both vegetable and fruit intake (P = 0.09 and P = 0.08, respectively). Conclusions: Hands-on nutrition education for all students in a required health class may be an effective strategy for reaching overweight teens with behaviors associated with healthy weights. Further study is needed to determine whether results can be replicated and sustained.
Journal of Nutrition Education and Behavior, 2014
Objective: To provide a framework for implementation of multicomponent, school-based nutrition interventions. This article describes the research methods for the Shaping Healthy Choices Program, a model to improve nutrition and health-related knowledge and behaviors among school-aged children. Design: Longitudinal, pretest/posttest, randomized, controlled intervention. Setting: Four elementary schools in California. Participants: Fourth-grade students at intervention (n ¼ 252) and control (n ¼ 238) schools and their parents and teachers. Power analyses demonstrate that a minimum of 159 students per group will be needed to achieve sufficient power. The sample size was determined using the variables of nutrition knowledge, vegetable preference score, and body mass index percentile. Intervention: A multicomponent school-based nutrition education intervention over 1 academic year, followed by activities to support sustainability of the program. Main Outcome Measures: Dietary and nutrition knowledge and behavior, critical thinking skills, healthy food preferences and consumption, and physical activity will be measured using a nutrition knowledge questionnaire, a food frequency questionnaire, a vegetable preferences assessment tool, the Test of Basic Science Process Skills, digital photography of plate waste, PolarActive accelerometers, anthropometrics, a parent questionnaire, and the School and Community Actions for Nutrition survey. Analysis: Evaluation will include quantitative and qualitative measures. Quantitative data will use paired t, chisquare, and Mann-Whitney U tests and regression modeling using P ¼ .05 to determine statistical significance.
BMC nutrition, 2024
Background Nutrition education is being used to encourage school adolescents to adopt healthy eating habits. To the best of our knowledge, very little study has been undertaken in Nepal to examine the effectiveness of nutrition education programs. This study aimed to assess the effect of nutrition education on nutritional knowledge, attitude, and diet quality among school-going adolescents in selected private schools in Nepal. Methods A quasi-experimental study was conducted among 226 students aged 12 − 19 years of two selected private schools in Banepa municipality of Nepal. Students (n = 113) from the first school were assigned to intervention and the same number of students from the second school were enrolled in the study as the control. Over 12 weeks, students in the intervention group received one hour of nutrition education in the form of mini-lectures and interactive discussions, whilst students in the control group received no education. The student's two-sample t-test was used to compare two groups and to assess the effectiveness of the nutrition education program. Results Between the intervention and control group, the magnitude of difference in knowledge score was 1.80 (95% CI: 1.11 − 2.49), emotional eating was 0.98 (95% CI: 0.42 − 1.54), uncontrolled eating was 3.60 (95% CI: 2.10 − 5.09), and cognitive restraint of eating was 2.26 (95% CI: 1.51 − 3.01). Conclusions A tailored health education intervention was found to be effective in increase nutritional knowledge and attitude among school-going adolescents. Adopting nutrition education interventions as part of public health school intervention builds positive knowledge, attitudes, and healthy eating habits in school-going adolescents.
Journal of nutrition education and behavior, 2017
To evaluate the effectiveness of the Shaping Healthy Choices Program (SHCP). A clustered, randomized, controlled intervention lasting 1 school year. Schools in northern and central California. Fourth-graders (aged 9-10 years) at 2 control schools (n = 179) and 2 intervention schools (n = 230). Garden-enhanced education, family, and community partnerships; increased regionally procured produce in the lunchroom; and school-site wellness committees. Changes in body mass index (BMI) percentiles/Z-scores; nutrition knowledge, science process skills, and vegetable identification and preferences; and reported fruit and vegetable intake. Student t test, chi-square, ANOVA of change, and multilevel regression mixed model to evaluate change in outcomes with school as a random effect to account for cluster design effects. Statistical significance was set at P < .05. There was a greater improvement in BMI percentile (-6.08; P < 0.01), BMI Z-score (-0.28; P < .001), and waist-to-height r...
Improving the School Food Environment: Results from a Pilot Study in Middle Schools
Journal of the American Dietetic Association, 2007
Our objective for this study was to examine the feasibility of instituting environmental changes during a 6-week pilot in school foodservice programs, with long-term goals of improving dietary quality and preventing obesity and type 2 diabetes in youth. Participants included students and staff from six middle schools in three states. Formative assessment with students and school staff was conducted in the spring of 2003 to inform the development of school foodservice policy changes. Thirteen potential policy goals were delineated. These formed the basis for the environmental change pilot intervention implemented during the winter/spring of 2004. Questionnaires were used to assess the extent to which the 13 foodservice goals were achieved. Success was defined as achieving 75% of goals not met at baseline. Daily data were collected on goal achievement using the schools' daily food production and sales records. Qualitative data were also collected after the pilot study to obtain feedback from students and staff. Formative research with staff and students identified potential environmental changes. Most schools made substantial changes in the National School Lunch Program meal and snack bar/a la carte offerings. Vending goals were least likely to be achieved. Only one school did not meet the 75% goal achievement objective. Based on the objective data as well as qualitative feedback from student focus groups and interviews with students and school staff, healthful school foodservice changes in the cafeteria and snack bar can be implemented and were acceptable to the staff and students. Implementing longer-term and more ambitious changes and assessing cost issues and the potential enduring impact of these changes on student dietary change and disease risk reduction merits investigation.
Journal of Nutrition Education and Behavior, 2016
All studies reported improvement in at least one of the dietary behaviors. Elements associated with larger improvements in outcomes across countries and programs were: using a behavior change framework, using multiple frameworks, active community participation during design and implementation of intervention, and uniform messaging from school members and parents. Conclusions and Implications: The evidence supports that efficacious elementary school-based interventions to reduce obesity included several behavior change frameworks and the active participation of stakeholders. Further research needs to examine the optimal combination of frameworks and specific elements that result in improved outcomes.