School-based Nutrition Programs Produced a Moderate Increase in Fruit and Vegetable Consumption: Meta and Pooling Analyses from 7 Studies

ArticleinJournal of Nutrition Education and Behavior 39(4):186-96 · July 2007with36 Reads
DOI: 10.1016/j.jneb.2007.01.010 · Source: PubMed
Abstract
To evaluate, through study- and individual-level analyses of data from 7 studies, the effectiveness of school-based nutrition interventions on child fruit and vegetable (FV) consumption. To find original studies on school-based nutrition interventions, the authors searched electronic databases from 1990 to 2002. First authors of the 13 eligible studies were contacted to request their data. Data from 7 studies were received for inclusion in this pooled analysis. Schools. 8156 children were matched from pretest to posttest. Participants were primarily elementary school-aged (75.5%) and white (66%), and 50.4% were males. Net FV difference and net FV relative change (%). Data were analyzed at both the study and individual levels. A fitted multivariable fixed-effects model was used to analyze the role of potential covariates on FV intake. Statistical significance was set at alpha = .05. At the individual level, the net difference in FV consumption was 0.45 (95% CI 0.33-0.59) servings; the net relative change was 19% (95% CI 0.15-0.23) servings. School-based nutrition interventions produced a moderate increase in FV intake among children. These results may have implications for chronic disease prevention efforts, including cardiovascular disease and cancer.
    • "The daily consumption of vegetables among government school students increased postprogram intervention . These findings are consistent with prior literature from developed and developing countries, which indicated an increase intake of vegetables and reduced consumption of carbonated drinks28293031 as a result of school-based interventions . The intervention did not generate any gender-specific changes in daily consumption of these food items. "
    [Show abstract] [Hide abstract] ABSTRACT: The purpose of this study is to determine the existing knowledge, attitude, practices (KAP), and impact of intervention with diabetes awareness and prevention education among school students in New Delhi, India. The Diabetes Awareness and Prevention Education is a 2-year, school-based intervention, conducted with two cohorts of students who were in the sixth and seventh grade when the study started from six schools of Delhi (n = 3 private and 3 government), India. These schools were purposively selected to represent socioeconomic strata and different geographies within Delhi. Students in these schools were surveyed before the intervention began and after 1-year intervention (n = 1520). The intervention used strategies which included the following: orientation workshops for teacher coordinators and peer leaders, interactive classroom sessions (curriculum) led by trained teachers, peer-led small group activities (peer-led health activism), fun learning games, students’ worksheets, and intraschool competitions, etc. After intervention, significantly more students reported that diabetes is high level of glucose in blood than at baseline. Consumption of junk food items significantly reduced among students post intervention. A total of 6.5 and 13.8 % more students in private and government schools, respectively, reported outdoor activities during leisure time. Teacher-led classroom discussions with active youth engagement and empowerment (peer-led health activism) can be an important strategy with potential long-term benefits for early diabetes prevention.
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    • "These have been shown to be effective in improving healthy eating for undernourished and often disadvantaged children (Kristjansson et al., 2009). Studies on the provision of free or subsidized fruit and vegetables and garden-based nutrition programs in schools have shown that they may improve knowledge and diets and reduce inequities (Howerton et al., 2007; Robinson-O'Brien et al., 2009b; Wolfenden et al., 2012 ). Providing free fruit and vegetables along with nutrition education, increased consumption in schools in Norway (Bere et al., 2006) and also resulted in an increase in fruit consumption by the parents of children receiving free fruit and vegetables in schools (Bere et al., 2007; Ovrum and Bere, 2013). "
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    • "A recent review and meta-analysis of school-based interventions to improve fruit and vegetable consumption showed a moderate effect, more on fruit than on vegetable intake, with a global increase of 20–30 g/day (Evans et al., 2012). Additional studies reported a moderate increase in fruit and vegetable intake (+ 0.3 to + 0.99 servings/day) (Hoffman et al., 2010; Howerton et al., 2007; Knai et al., 2006). Our intervention, despite the small sample size, achieved a higher increase in the total amount of fruit and vegetables consumed (+ 66.9 g/day), and the most surprising result was the specific and significantly improved vegetable consumption. "
    [Show abstract] [Hide abstract] ABSTRACT: The aim of this study was observing and improving children’s eating habits through an edutainment technological platform. A single-group education intervention was carried out in primary schools in Parma and Milano, Italy. A total of 76 children (32 females and 44 males, 8–10 years old) were involved in a 3-month nutritional program including lessons and educational videogames. Intakes of fruits, vegetables, juices and dietary total antioxidant capacity (TAC) were measured using 3-day food diaries before and after the intervention. The daily total consumption of fruit and vegetables increased from 421.8 (320.3) to 484.3 (337.2) g/day (p = 0.016). Consequently, daily dietary TAC increased by 26%, rising from 1.4 (1.3) to 1.6 (1.3) mmol of Trolox equivalents (p = 0.006). The methods and, particularly, the use of technological tools proved to be effective in conducting an educational intervention in children aged 8–10 years old.
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