"It's huge in First Nation culture for us, as a school, to be a role model": Facilitators and Barriers Affecting School Nutrition Policy Implementation in Alexander First Nation

Murray, Kris A.; Committee, Alexander Research; Farmer, Anna; Maximova, Katerina; Willows, Noreen D.

doi:10.18357/ijih122201717784

Cited by 6 publications

(5 citation statements)

References 16 publications

(18 reference statements)

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“…Fourteen interventions (41%) specified using participatory models of research (i.e., participatory action research and community-based participatory research) in which academic researchers and community members worked in collaboration. For example, Kipohtakaw Education Centre in Alberta developed, implemented, and evaluated both a school nutrition policy and gardening intervention through a community-based participatory research approach involving an equitable collaboration between community members and University researchers [49,51,66,67,72,88,89].…”

Section: Indigenous Control and Ownershipmentioning

confidence: 99%

School-based nutrition interventions for Indigenous children in Canada: a scoping review

et al. 2020

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Background: Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children's access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods: The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings. Results: Thirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions: The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

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Section: Indigenous Control and Ownershipmentioning

confidence: 99%

School-based nutrition interventions for Indigenous children in Canada: a scoping review

et al. 2020

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“…Survey and interview results confirmed that most students do not speak to their teachers about healthy foods, despite staff being encouraged to incorporate nutrition education in their classrooms regardless of the subject being taught. An evaluation completed with staff from KEC indicated that the policy was implemented inconsistently by staff due to their limited knowledge of the policy, competing priorities, and perceived role as nutrition policy facilitators . These findings indicate a need to encourage and support staff to improve the embedding of policy‐driven nutrition education into the classroom as part of a broader CSH approach.…”

Section: Discussionmentioning

confidence: 99%

“…An evaluation completed with staff from KEC indicated that the policy was implemented inconsistently by staff due to their limited knowledge of the policy, competing priorities, and perceived role as nutrition policy facilitators. 21 These findings indicate a need to encourage and support staff to improve the embedding of policy-driven nutrition education into the classroom as part of a broader CSH approach. This may require explicit policy guidelines that specifically outline staff responsibilities in addition to the provision of appropriate resources and support.…”

Section: Discussionmentioning

confidence: 99%

First Nations students’ perceptions of school nutrition policy implementation: A mixed methods study

Gillies

Farmer

Maximova

et al. 2018

Nutrition & Dietetics

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Aim School nutrition policies can improve healthy food access for Indigenous First Nations children in Canada. This study explored First Nations students’ perceptions of a school nutrition policy. Methods The research was a process evaluation of school nutrition policy implementation using a mixed‐methods design. Students in grades 4–12 (n = 94) completed a 17‐question survey to capture their perceptions of the policy. Survey data informed an 11‐question semi‐structured interview guide. Transcripts from interviews with students (n = 20) were analysed using content analysis to identify barriers and facilitators to policy implementation. Results Key facilitating factors to policy implementation were student support for the policy and taste preferences. Most students (87%) agreed that only healthy foods should be served at school and, in interviews, expressed a preference for healthy food choices. Barriers to policy implementation included foods available at school and lack of communication between students and their teachers and parents. Half (50%) of surveyed students reported that their eating habits at school were average; interviews explained that their diets could be improved by consuming more fruit and vegetables at school. Both surveys and interviews found that communication between students and their parents and teachers about what they ate and drank at school was low. Conclusions To support children’s healthy eating at school, the school nutrition policy could provide clear guidelines on foods permissible in the school, while considering social and environmental barriers to healthy eating. The involvement of First Nations children in the implementation and evaluation of school nutrition policies is recommended.

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“…Fourteen interventions (41%) specified using participatory models of research (i.e., participatory action research and communitybased participatory research) in which academic researchers and community members worked in collaboration. For example, Kipohtakaw Education Centre in Alberta developed, implemented, and evaluated both a school nutrition policy and gardening intervention through a community-based participatory research approach involving an equitable collaboration between community members and University researchers (49,51,66,67,72,88,89).…”

Section: Indigenous Control and Ownershipmentioning

confidence: 99%

School-based nutrition interventions for Indigenous children in Canada: A scoping review

Gillies

Blanchet

Gokiert

et al. 2019

Preprint

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Background Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings. Results Thirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

show abstract

"It's huge in First Nation culture for us, as a school, to be a role model": Facilitators and Barriers Affecting School Nutrition Policy Implementation in Alexander First Nation

Cited by 6 publications

References 16 publications

School-based nutrition interventions for Indigenous children in Canada: a scoping review

School-based nutrition interventions for Indigenous children in Canada: a scoping review

First Nations students’ perceptions of school nutrition policy implementation: A mixed methods study

School-based nutrition interventions for Indigenous children in Canada: A scoping review

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