A systematic review of the effectiveness of school‐based obesity prevention programmes for First Nations, Inuit and Métis youth in Canada

Abstract

First Nations, Inuit and Métis (FNIM) youth are disproportionately affected by obesity and represent known a high-risk group in Canada. School-based prevention programmes may have the potential to effectively influence obesity-related health behaviours (i.e. healthy eating and physical activity) among this population. We conducted a systematic review of nine electronic databases (2003-2014) to identify studies that describe school-based programmes that have been developed to improve obesity-related health behaviours and outcomes among FNIM youth in Canada. The objectives of this review were to identify and evaluate the effectiveness of these programmes and assess the strength of the methodologies used to evaluate them. Fifteen studies, representing seven distinct interventions, met our inclusion criteria. The majority of these programmes did not result in significant improvements in outcomes related to obesity, healthy eating, or physical activity among FNIM youth. The studies varied in design rigour and use of evaluation activities. The lack of literature on effective school-based programmes for FNIM youth in Canada that target obesity-related outcomes highlights a priority area for future intervention development, evaluation and dissemination within the peer-reviewed literature. Further research is needed on interventions involving Métis and Inuit youth, secondary school-aged FNIM youth and FNIM youth living in urban settings.

Prevalence of overweight and obesity among adolescents in Poland

“…The authors explained that the stabilisation of prevalence of overweight and obesity in France is caused by the introduction of obesity prevention programs focused on children [20]. The effectiveness of educational programs on obesity prevention among children implemented in different countries has been demonstrated in many studies [19,[21][22][23], but there were programs with limited success in improving healthy eating behaviours and physical activity among students [24]. Some authors indicate that in the prevention of obesity among children, we need to develop a new concept of a community-based incentive [25].…”

Correlates of Participation in Sports and Physical Activities among Indigenous Youth

“…Given that youth in Canada spend approximately 25 hours per week in school, this setting represents an important context for increasing the levels of S/PA among youth (Godin, Leatherdale, and Elton-Marshall 2015). Moreover, improving the accessibility and frequency of sport activities during school hours (e.g., physical education or recess) may be a viable way to improve the activity levels among youth and promote holistic health and wellbeing (McHugh 2011).…”

“…Participation in school activities may be particularly important for Indigenous youth, who face a number of barriers related to participation outside of school activities (Halas, McRae, and Carpenter 2013;McHugh 2011). However, little research is available on effective school-based programs focusing on changes concerning obesity, diet, or physical activity for Indigenous youth in Canada-particularly for Métis and Inuit youth, secondary school-aged youth, and those living in urban areas (Godin et al 2015). More work is also needed to assess the link between school based physical activity practices and cultural identity, to assess how S/PA can assist the process of cultural revitalization in which many Aboriginal people and communities are now purposefully engaged.…”

The EIT Food School Network: Integrating solutions to improve eating habits and reduce food wastage in secondary schoolchildren

“…There is an increasing recognition of the role and importance of schools in the health and health-related behaviours of children and adolescents (Van Cauwenberghe et al 2010;Robinson et al 2014;Vezina-Im et al 2017). Young people spend around 25 hours per week at school (Godin et al 2015), and for the first two decades of life, no other institution has as much intensive, direct and continuous contact with children and adolescents (Roseman et al 2011). Schools provide a platform upon which positive behaviour change techniques can be implemented and evaluated, and offer the opportunity to reach young people regardless of their age, ethnicity and socio-economic status (Vezina-Im et al 2017).…”