Nutrition services and foods and beverages available at school: results from the School Health Policies and Programs Study 2006.
ABSTRACT Schools are in a unique position to promote healthy dietary behaviors and help ensure appropriate nutrient intake. This article describes the characteristics of both school nutrition services and the foods and beverages sold outside of the school meals program in the United States, including state- and district-level policies and school practices.
The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n=445). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n=944).
Few states required schools to restrict the availability of deep-fried foods, to prohibit the sale of foods that have low nutrient density in certain venues, or to make healthful beverages available when beverages were offered. While many schools sold healthful foods and beverages outside of the school nutrition services program, many also sold items high in fat, sodium, and added sugars.
Nutrition services program practices in many schools continue to need improvement. Districts and schools should implement more food preparation practices that reduce the total fat, saturated fat, sodium, and added sugar content of school meals. In addition, opportunities to eat and drink at school should be used to encourage greater daily consumption of fruits, vegetables, whole grains, and nonfat or low-fat dairy products.
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ABSTRACT: Students may be receiving less than an average of 4 hours of nutrition instruction per year. Integrating nutrition with other subject areas such as science may increase exposure to nutrition education, while supporting existing academics. During the 2009-2010 school year, researchers implemented the Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Intermediate (FMI) curriculum in 18 fourth-grade classrooms, whereas 16 classrooms served as comparison. FMI is a hands-on, integrative curriculum for children in grades 3-5 that uses food as a tool to teach mathematics and science. Researchers developed a 28-item multiple-choice questionnaire to assess students' nutrition knowledge in 6 content areas. Students were evaluated at baseline and post-intervention. Data were analyzed using independent t tests. Analysis of covariance was employed to control for differences at baseline when assessing the effectiveness of the FMI curriculum to increase nutrition knowledge. A significant improvement was observed in total nutrition knowledge at post-intervention (adjusting for baseline) between groups (F  = 128.95; p < .01) and in all content areas post-intervention. Findings from this study suggest teachers were successfully able to integrate science and nutrition to meet multiple academic standards. More specifically, results showed implementation of the integrative FMI curriculum effectively improved fourth-graders' nutrition knowledge compared with students not exposed to FMI. © 2015, American School Health Association.Journal of School Health 04/2015; 85(4):231-40. DOI:10.1111/josh.12243 · 1.66 Impact Factor
Conference Paper: Public Food Procurement: A Systematic Literature Review[Show abstract] [Hide abstract]
ABSTRACT: The use by governments of their purchasing power to achieve social objectives is a practice that dates back to the 19th centuries when regulations were issued in both the USA and England establishing fair wages or maximum working hours per day for firms working under public contracts(McCrudden,2004). Public food procurement (PFP) is another example of how a policy instrument has been used to “link” different objectives at once. We attempted to undertake a first systematic review of the scientific literature that deals with PFP. The first striking evidence is that the number of papers per year shows an almost exponential growth during the last decade providing support to the relevance of this review. Differently from the literature on Public procurement where the themes of contracting and cost minimisation are prevalent, the literature on PFP is centred on the concepts of localisation and structured demand and its impacts on food chain actors as well as citizen-consumers and on sustainability at large. We provide a conceptual scheme of the PFP literature largely based on the concept of linkage that has been first proposed in law and regulation studies and is declined in a rather specific fashion in this field of public procurement.9 th International European Forum ( Igls-Forum ) on System Dynamics and Innovation in Food Networks, Igls ( Innsbruck AU); 02/2015
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ABSTRACT: BACKGROUND Although there are several evidence-based recommendations directed at improving nutrition and physical activity standards in schools, these guidelines have not been uniformly adopted throughout the United States. Consequently, research is needed to identify facilitators promoting schools to implement these recommendations. Therefore, this study analyzed the 2008 School Health Profiles Principal Survey (Profiles) to explore the role of family and community involvement in school nutrition and physical activity standards.METHODS Survey data on nutrition and physical activity policies, as well as family and community involvement, were available for 28 states, representing 6732 secondary schools. One-factor analysis of variance (ANOVA), 2-sample t-tests, Pearson's chi-square tests, and multiple logistic and linear regression models were employed in this analysis.RESULTSFamily and community involvement were associated with schools more frequently utilizing healthy eating strategies and offering students healthier food options. Further, involvement was associated with greater support for physical education staff and more intramural sports opportunities for students.CONCLUSIONS Though family and community involvement have the potential to have a positive influence on school nutrition and physical activity policies and practices, involvement remains low in schools. Increased efforts are needed to encourage collaboration among schools, families, and communities to ensure the highest health standards for all students.Journal of School Health 02/2015; 85(2). DOI:10.1111/josh.12231 · 1.66 Impact Factor