Implementing School Nutrition Policy: Student and Parent Perspectives

MacLellan, Debbie; Holland, A. Steven; Taylor, Jennifer; McKenna, Mary; Hernandez, Kimberley

doi:10.3148/71.4.2010.172

Cited by 34 publications

(52 citation statements)

References 15 publications

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“…Greater support by school community has previously been identified as key component to successful implementation of school policies/guidelines [26,27,43]. Increases in staff and parent support were consistent across school and guideline type suggesting that support from these two groups is important for fostering change.…”

Section: Discussionmentioning

confidence: 85%

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Watts

Mâsse

Naylor

2014

Int J Behav Nutr Phys Act

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BackgroundHigh rates of childhood obesity have generated interest among policy makers to improve the school food environment and increase students’ levels of physical activity. The purpose of this study was to examine school-level changes associated with implementation of the Food and Beverage Sales in Schools (FBSS) and Daily Physical Activity (DPA) guidelines in British Columbia, Canada.MethodsElementary and middle/high school principals completed a survey on the school food and physical activity environment in 2007–08 (N = 513) and 2011–12 (N = 490). Hierarchical mixed effects regression was used to examine changes in: 1) availability of food and beverages; 2) minutes per day of Physical Education (PE); 3) delivery method of PE; and 4) school community support. Models controlled for school enrollment and community type, education and income.ResultsAfter policy implementation was expected, more elementary schools provided access to fruits and vegetables and less to 100% fruit juice. Fewer middle/high schools provided access to sugar-sweetened beverages, French fries, baked goods, salty snacks and chocolate/candy. Schools were more likely to meet 150 min/week of PE for grade 6 students, and offer more minutes of PE per week for grade 8 and 10 students including changes to PE delivery method. School community support for nutrition and physical activity policies increased over time.ConclusionPositive changes to the school food environment occurred after schools were expected to implement the FBSS and DPA guidelines. Reported changes to the school environment are encouraging and provide support for guidelines and policies that focus on increasing healthy eating and physical activity in schools.

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Section: Discussionmentioning

confidence: 85%

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Watts

Mâsse

Naylor

2014

Int J Behav Nutr Phys Act

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“…Consistent with the findings of MacLellan et al (36) , early consultation with key stakeholders in policy development is needed and is an important predictor of the long-term success of such initiatives. In addition, public health dietitians have an important role in policy development and implementation vis-à-vis communication, engagement and education strategies for stakeholders (15) . Results of the present research also point to a need for a process to create more alignment and consistency between PPM 150 and SNP, which could be supported by public health dietitians given their expertise and knowledge about nutrition standards and criteria.…”

Section: Discussionmentioning

confidence: 99%

Examining local-level factors shaping school nutrition policy implementation in Ontario, Canada

Vine

Elliott

2013

Public Health Nutr.

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Objective: Increasing numbers of overweight and obese youth draw attention to the school as an important setting for targeted nutrition interventions, given that it is where they spend a majority of their waking time. The objective of the present study was to explore local-level factors shaping the implementation of a school nutrition policy. Design: In-depth, semi-structured interviews were conducted in person or via the telephone (a maximum of 60 min). An interview guide was informed by the Analysis Grid for Environments Linked to Obesity (ANGELO) framework, research objectives and literature. Key themes centred on policy implementation, including facilitators and barriers (i.e. resources, capacity), user satisfaction (i.e. students) and communication strategies. Setting: Secondary schools in Ontario, Canada. Subjects: Twenty-two participants from local agencies supporting school nutrition programming (n 8) and secondary-school principals, vice principals and teachers (n 14) from nine schools across three Ontario school boards. Results: Results are organized according to environments outlined in the ANGELO framework. The cost of healthy food for sale, revenue loss (economic), proximity of schools to off-site food outlets (physical), the restrictive nature of policy, the role of key stakeholders (political), the role of stigma and school culture (sociocultural) act as local-level barriers to policy implementation. Conclusions: Gaps in policy implementation include the high cost of food for sale and subsequent revenue generation, the close proximity of internal and external food environments, the need for consultation and communication between stakeholders, and strategies to reduce stigma and improve the school nutrition culture.

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“…For example, teachers and administrators in schools might benefit from professional training in nutrition and nutrition policy implementation, including menu planning, food safety training, access to healthy foods, curriculum planning, and building community partnerships. 37,38 Recent research 39 suggests barriers affecting implementation, including limited resources and volunteers, role/responsibility conflict regarding feeding of children, lack of communication with parents and students, and student food preferences -all of which may be at play in this study. McIsaac and others 40 report the value in having solid organizational capacity and political leadership, and a "school champion" to support school policy implementation.…”

Section: Implications For Practicementioning

confidence: 96%

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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Implementing School Nutrition Policy: Student and Parent Perspectives

Cited by 34 publications

References 15 publications

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Changes to the school food and physical activity environment after guideline implementation in British Columbia, Canada

Examining local-level factors shaping school nutrition policy implementation in Ontario, Canada

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

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