A descriptive study on the barriers and facilitators to implementation of the NSW (Australia) Healthy School Canteen Strategy

Abstract

Objective:The study investigated the barriers and facilitators to, and the extent of the implementation of, the New South Wales (Australia) 'Healthy School Canteen Strategy'. Design: A purposeful sample was used and data were collected using a mixed method approach. Setting: Two primary and two secondary government schools from a low socio-economic region in Sydney, NSW, Australia. Method: An audit of the available food and beverage items was followed by interviews with the school principal/deputy principal and the canteen manager. Results: This descriptive study found that, although positive changes to canteen menus are evident, there are varying levels of implementation of the strategy with a number of poor nutritional choices regularly available. Implementation is influenced by the local context, school type, canteen management practices, meal type and the student body -in particular, their religious practices. Conclusion: Concerns are raised about the effectiveness of a policy that does not take into consideration the local context.

Support for healthy eating at schools according to the comprehensive school health framework: evaluation during the early years of the Ontario School Food and Beverage Policy implementation

“…7,8 When mandated by an authoritative body, health policies can also help school communities set standards and priorities for other CSH initiatives. 43,44 This requires additional comprehensive, integrative bottom-up approaches to personally motivate the agents of change (i.e.…”

“…[4][5][6] Internationally, school nutrition policies have played a critical role in supporting the healthy eating behaviours of children. [7][8][9] In 2011, follow ing the implementation of school nutrition policies in several Canadian provinces and territories, the province of Ontario mandated the School Food and Beverage Policy (Policy/Program Memorandum No. 150 [P/PM 150]) as a set of nutritional standards applied to foods and beverages offered for sale in school food venues, at school events and through nutrition programs.…”

“…the policy does not meet the current needs of the target population, or individuals responsible for implementation are unsupportive or unwilling to change). [7][8][9] Moreover, there is evidence that health policy implementation is most effective when it is combined with other approaches to facilitate healthy behaviours in children. 16,17 The comprehensive school health (CSH) framework, for example, was informed by a social ecological approach, recognizing that in supporting positive student health behaviours, attention to school environments, teaching and learning and partnerships and services complements policy.…”

“…16,17 The comprehensive school health (CSH) framework, for example, was informed by a social ecological approach, recognizing that in supporting positive student health behaviours, attention to school environments, teaching and learning and partnerships and services complements policy. [7][8][9][18][19][20][21][22][23] Such multidimensional approaches to school health, also called "health-promoting schools" and "coordinated school health" approaches, are intended to support the health and academic achievement of students. 24 The CSH framework is a model that examines the school environment using four interrelated pillars, defined in Table 1.…”

Soutien en faveur de l’alimentation saine dans les écoles conformément à l’approche globale de la santé en milieu scolaire : évaluation au cours des premières années de la mise en oeuvre de la Politique de l’Ontario concernant les aliments et les boissons dans les écoles

“…La Politique constitue un élément essentiel des initiatives e l'approche globale de la santé en milieu scolaire, car elle fournit un appui du sommet vers la base et le ren forcement durable nécessaire pour encou rager les personnes à changer de comportement 7,8 . Lorsqu'elles sont pres crites par un organisme faisant autorité, les politiques en matière de santé peuvent également aider les milieux scolaires à établir des normes et des priorités pour les autres initiatives de l'approche globale de la santé en milieu scolaire 43,44 .…”