School cafeterias and, subsequently, food service directors (FSDs) play a vital role in feeding children in the U.S. This study investigates which FSDs with different characteristics and organizational affiliations are most willing to embrace and implement new programs in their cafeterias. In 2014 we surveyed a representative sample of 8143 school FSDs across the U.S. regarding their knowledge and use of innovative methods that encourage children to select healthy food options. Nearly all of the surveyed FSDs (93%) are aware of behavioral strategies to promote healthier eating in school lunchrooms, and nearly 93% report having made at least one change in their lunchroom. Male FSDs are more likely to be aware of new programs, though they are less likely to adopt them relative to female FSDs. In addition, membership in a professional organization increases awareness as well as the number of changes made by 0.14 (p<0.01). Finally, 22% of all respondents say they know about the Smarter Lunchrooms approach, a set of research-based lunchroom behavioral strategies that positively influence children to select healthy foods. The findings highlight the importance of participation in professional associations which provide career-building activities for school FSDs increasing awareness and adoption of innovative approaches to motivate children to eat the nutritious foods. Given these findings, there is reason for policy makers and school districts to consider allocating funds to encourage FSDs to engage more fully in professional association meetings and activities.
Objective: It has not been well investigated whether good nutrition through nutrition education helps improve standardized test scores in school-aged children, especially low-income, minority students. This study examines of a nutrition education intervention impacts state test scores. Design, Setting and Participants: The study used a pre-post, intervention-control design to compare test scores in a sample of New York City 5th-graders. Students in the five intervention schools received Food Health & Choices (FHC) curriculum (as replacement to the recommended 5th-grade science curriculum) and wellness program. FHC is based on social cognitive and self-determination theories. The five matched control schools were selected from the NYC Department of Education's (DOE) ''peer schools'' which have similar student population, taking into account the schools' location, economic need, race, language, and portion of students with special needs. Peer schools are expected to score similarly on state tests. Outcome Measures and Analysis: School-level Math and English test scores were publically available on the DOE database. To examine changes from pre (4th-grade) to post (5th-grade), scores were normalized to account for across state drops in scores, due to test restructuring to meet Common Core Standards. Independent T-tests examined differences in the normalized change scores between intervention and control schools. Results: The intervention and control groups' z-scores for Math (0.8 vs. -0.64) and English (0.2 vs. -0.43) were significantly different (p<0.05), with schools receiving FHC scoring higher. Conclusions and Implications: These findings are promising, indicating nutrition education interventions could positively impact standardized test scores. Further research is warranted. Funding: None.
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The federal School Breakfast Program (SBP) serves as a way for children living in economically challenged homes to receive a healthy breakfast each morning, yet participation rates are extremely low. Serving breakfast after the bell is a successful strategy to increase participation. The aim of this study was to understand parental support of breakfast after the bell programs. Study Design, Setting, Participants: Data from this study was collected through an online survey from parents/guardians (n¼488) of school-aged children (K-12) enrolled in public schools across the state of Utah. Outcome Measures and Analysis: The outcome measure was support for breakfast after the bell programs (yes/no). Data were analyzed using generalized estimating equation (GEE) regression methods, accounting for individual-level and district-level effects. Results: Parents who perceive there were benefits to the SBP had higher odds of support for breakfast after the bell strategies compared to parents who do not see benefits (OR: 3.17; CI: 1.69-5.94). Parents who perceived school breakfast as healthier than home breakfast were also more encouraging of breakfast after the bell compared to parents who see home breakfast as healthier (OR 6.04; CI 2.15-16.95). Conclusions and Implications: These findings indicate a relationship between parental support for breakfast after the bell, perception of the nutritional quality of school breakfast, and perceived benefits. School stakeholders may want to target perceptions of nutritional quality and highlights benefits of school breakfast participation in order to garner support for breakfast after the bell programs.
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