Healthier Snacks in School Vending Machines: A Pilot Project in Four Ontario High Schools

Callaghan, Christine; Mandich, Gillian; He, Meizi

doi:10.3148/71.4.2010.186

Cited by 37 publications

(38 citation statements)

References 6 publications

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“…7 Several North American school districts have developed vending machine policies that have been implemented at the elementary and secondary school level. [8][9][10][11][12] Policies ranged from turning off machines during the lunch period 8 or limiting accessibility to vending machines, 9,10,12 decreasing the availability of unhealthy foods, increasing availability of healthier foods, 8 and ensuring foods meet specific nutritional standards. 12 Few college campuses have nutrition policies regarding healthy vending.…”

Section: Brief Reportmentioning

confidence: 99%

The Effects of a Nutrition Education Intervention on Vending Machine Sales on a University Campus

Brown

Flint

Fuqua

2014

Journal of American College Health

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Section: Brief Reportmentioning

confidence: 99%

The Effects of a Nutrition Education Intervention on Vending Machine Sales on a University Campus

Brown

Flint

Fuqua

2014

Journal of American College Health

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“…19 While a number of studies across Canada have examined the success of school nutrition policy implementation, as measured by the availability of healthy foods in cafeterias and tuck shops (i.e., school stores), few have evaluated the extent to which school vending machines, specifically, are policy compliant. 20,21 Further, research on implementation in the secondary school environment (grades 9-12) has been limited, and virtually absent from evaluations of vending machine contents in Ontario. Given the challenges associated with evaluating province-wide healthy eating and physical activity policies in schools (i.e., based on variability in policy components, policy implementation), Ramanathan et al 22 highlight the value in matching Ontario public schools with out-of-province schools for indicators of overall policy effectivesness, and treatmentcontrol comparisons.…”

Section: School Interventions To Promote Healthy Eatingmentioning

confidence: 99%

Compliance with school nutrition policies in Ontario and Alberta: An assessment of secondary school vending machine data from the COMPASS study

Vine

Harrington

Butler

et al. 2017

Can J Public Health

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OBJECTIVES: We investigated the extent to which a sample of Ontario and Alberta secondary schools are being compliant with their respective provincial nutrition policies, in terms of the food and beverages sold in vending machines. METHODS:This observational study used objective data on drinks and snacks from vending machines, collected over three years of the COMPASS study (2012/2013-2014/2015 school years). Drink (e.g., sugar-containing carbonated/non-carbonated soft drinks, sports drinks, etc.) and snack (e.g., chips, crackers, etc.) data were coded by number of units available, price, and location of vending machine(s) in the school. Univariate and bivariate analyses were undertaken using R version 3.2.3. In order to assess policy compliancy over time, nutritional information of products in vending machines was compared to nutrition standards set out in P/PM 150 in Ontario, and those set out in the Alberta Nutrition Guidelines for Children and Youth (2012) in Alberta.RESULTS: Results reveal a decline over time in the proportion of schools selling sugar-containing carbonated soft drinks (9% in 2012/2013 vs. 3% in 2014/2015), crackers (26% vs. 17%) and cake products (12% vs. 5%) in vending machines, and inconsistent changes in the proportion selling chips (53%, 67% and 65% over the three school years). Conversely, results highlight increases in the proportion of vending machines selling chocolate bars (7% vs. 13%) and cookies (21% vs. 40%) between the 2012/2013 and 2014/2015 school years.CONCLUSION: Nutritional standard policies were not adhered to in the majority of schools with respect to vending machines. There is a need for investment in formal monitoring and evaluation of school policies, and the provision of information and tools to support nutrition policy implementation.KEY WORDS: School nutrition; policy implementation; school health; built environment La traduction du résumé se trouve à la fin de l'article.

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“…Studies that investigated the impact of school food policies within Canada and the United States have generally resulted in some positive outcomes, such as improved eating habits (e.g., Bevans, Sanchez, Teneralli, & Forrest, 2011;Cullen, Watson, & Zakeri, 2008;Mullally et al, 2010) and increased knowledge, attitudes, and willingness to try new foods (Day, Naylor, & McKay, 2009); however, research showed that insufficient communication, lack of facilities and staff, lack of appealing food choices, cost (e.g., 'good for value'), and portion sizes of these healthier choices were barriers to implementing these policies (Callaghan, Mandich, & He, 2010;MacLellan et al, 2010;Rushowy, 2012). In addition, exceptions to the policies such as allowing staff, public, and other programs to continue purchasing food with minimal nutritional value or bring in food from home, were likely to reduce the overall effect of the policy in achieving its goals (Whatley-Blum et al, 2011).…”

Section: Empirical Evaluation Of School Food Policiesmentioning

confidence: 99%

Ontario Schools’ Readiness for School Food and Beverage Policy Implementation

Chaleunsouk¹,

Kutsyuruba²

2014

JEPCP

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School food policies are developed to influence students' eating habits and ultimately impact students' overall health and well-being, but little is known about schools' readiness for implementing these policies. The purpose of this study was to examine schools' organizational readiness to implement Ontario's School Food and Beverage Policy (Program and Policy Memorandum No. 150, 2010). In addition to policy analysis, six principals and two vice-principals from six elementary and secondary schools who were directly involved in the planning and preparation for the policy were interviewed in three district school boards in Southern Ontario. Findings suggest that there is a need for more effective dissemination, in-service training, and education for school stakeholders in order to engage and stimulate interest and compliance of the nutrition standards. Finding nutritious foods that are appealing for students; as well as developing supportive partnerships within and outside the school to reinforce consistent messages to students are both areas that require further attention. The results of this research serve as a framework for potential solutions to school nutrition policies, strategies, and interventions and may also inform key stakeholders and policy makers in adapting and refining policies as a means of supporting the implementation process for successful outcomes.

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Healthier Snacks in School Vending Machines: A Pilot Project in Four Ontario High Schools

Abstract: Replacing 50% of vending stock with healthier snacks resulted in a decline in vending revenues. Future health programs in schools need to provide "real" healthy snacks, such as low-fat dairy products, fruits, and vegetables.

Cited by 37 publications

References 6 publications

The Effects of a Nutrition Education Intervention on Vending Machine Sales on a University Campus

The Effects of a Nutrition Education Intervention on Vending Machine Sales on a University Campus

Compliance with school nutrition policies in Ontario and Alberta: An assessment of secondary school vending machine data from the COMPASS study

Ontario Schools’ Readiness for School Food and Beverage Policy Implementation

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