BackgroundChildhood obesity is a major global public health problem which disproportionately affects Hispanic children in the United States and Mexico. Many school‐based interventions have been tested to address this issue. Amate, Activate, Cuidate, Comparte (AACC) [Love Yourself, Activate Yourself, Take Care of Yourself, and Share] is a new culturally sensitive health education model to prevent child obesity.MethodsIn an attempt to curve the obesity epidemic among school‐aged children in Mexico, the AACC model was pilot tested in two schools that have a high rate of overweight (30%) and obesity (26%) in Tamaulipas, Mexico. Those schools were randomly assigned to experimental and control groups. Third and fourth grade children were the focus of this intervention. Children in the experimental school received nutrition education, daily physical activity, and a modified school‐lunch while children in the control group had no intervention. The AACC curriculum is based on psycho‐pedagogical theory, including social cognitive theory and positive psychology. This model was developed and implemented through the collaborative work between Andrews University, and the Secretaría de Salud, and the Secretaría de Educación Pública of the State of Tamaulipas, México. The intervention targeted teachers, children and parents. Changes in anthropometric measurements (such as Body Mass Index (BMI) were assessed pre‐post intervention. We targeted 10 behaviors to reduce calorie density in the diet and one hour of daily physical activity to enhance energy expenditure.ResultsThe upward trend of BMI was reversed among children with overweight/obese in the experimental group while the upward trend of the BMI in the control group continued to increase. These changes are not statistically significant after four months.ConclusionThis preliminary data suggests that the AACC model could be effective in preventing obesity among school‐aged children in the Hispanic Population. This model needs further testing in more schools for longer time.Support or Funding InformationSecretaria de Salud Tamaulipas, Secretaria de Educacion Tamaulipas, Office of Research and Creative Scholarship, Andrews University

Developing a successful multiage learning environment in an emerging urban, public, Montessori middle school has its challenges. However this challenge is overshadowed by the benefits this type of community fosters. Multiage learning environments provide students opportunities for peer learning, collaboration and development of leadership skills. Students will continue to develop the work of their minds, hands and hearts throughout their adolescent years, contributing their progressions to others in the multi-grade learning community. This study examines and explores the effects of various instructional, grouping, and interdisciplinary strategies on middle school Montessori classes with age grouping. The focus of this study is restricted to grades sixth through eighth. Strategies implemented and studied include routine work-time expectations, seating arrangements and charts and collaborative projects and assignments. The study is an examination of qualitative observations and is a quantitative analysis of a student survey on multi-grade learning environments. The success of different strategies was determined by student engagement, work completion, participation in small groups, and the student survey.

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