A Water Availability Intervention in New York City Public Schools: Influence on Youths’ Water and Milk Behaviors

Abstract

Objectives. We determined the influence of “water jets” on observed water and milk taking and self-reported fluid consumption in New York City public schools. Methods. From 2010 to 2011, before and 3 months after water jet installation in 9 schools, we observed water and milk taking in cafeterias (mean 1000 students per school) and surveyed students in grades 5, 8, and 11 (n = 2899) in the 9 schools that received water jets and 10 schools that did not. We performed an observation 1 year after implementation (2011–2012) with a subset of schools. We also interviewed cafeteria workers regarding the intervention. Results. Three months after implementation we observed a 3-fold increase in water taking (increase of 21.63 events per 100 students; P < .001) and a much smaller decline in milk taking (-6.73 events per 100 students; P = .012), relative to comparison schools. At 1 year, relative to baseline, there was a similar increase in water taking and no decrease in milk taking. Cafeteria workers reported that the water jets were simple to clean and operate. Conclusions. An environmental intervention in New York City public schools increased water taking and was simple to implement.

Grab a Cup, Fill It Up! An Intervention to Promote the Convenience of Drinking Water and Increase Student Water Consumption During School Lunch

“…29–34 Taken together, these findings suggest that schools can use a range of strategies to make it easier for students to drink more water, and that simple modifications to the school’s drinking water environment can have a significant impact. Although previous research has shown higher-cost strategies to be effective (i.e., purchasing reusable water bottles 30 and updated water fixtures 29,33,34 ), this study shows that simply providing cups—a strategy costing less than one tenth of a cent per student each day—can increase student water intake and the prevalence of water consumption.…”

“…Drinking directly from fountains is simply a less-efficient strategy for drinking water. 36 Improving drinking water infrastructure, updating fixtures, and further increasing convenience, perhaps by offering tap water as a beverage on a lunch line, 34 may also be necessary for increasing water intake further. However, for districts with limited resources, simply providing cups next to existing water fountains may be an effective strategy for increasing intake and reducing water waste.…”

“…30–33 Placing water dispensers in school cafeterias is associated with an increased proportion of students drinking water. 34 However, these interventions may be unfeasible for school districts with limited resources because they involve purchasing new materials and infrastructure and using instructional time for water promotion.…”

Limited School Drinking Water Access for Youth

“…The New York City Public Schools demonstrated that placing a chilled water dispenser on a school lunch line could significantly increase the proportion of students taking water as well as the amount of water consumed during lunch. 36 The Boston Public Schools tested a low-cost strategy placing promotional signage and cup-holders filled with recyclable cups next to cafeteria water fountains which led to increased student water consumption and potentially reduced sugar-sweetened beverage intake. 37 A study in Los Angeles middle schools that distributed water bottles to students along with placing promotional signage around water dispensers also saw increases in the proportion of students consuming water.…”

Sugar-Sweetened Beverages and Children's Health

“…Environmental issues are raised with respect to the use of disposable plastic bottles (131). Installing water fountains and water bottle refilling stations in public areas increases water usage (41). Distribution of reusable water bottles can motivate increased water drinking (42,116).…”