Teacher Awareness and Implementation of Food and Physical Activity Policies in Utah Elementary Schools, 2010

Lanier, William A.; Wagstaff, Rachelle S.; DeMill, Jessica H.; Friedrichs, Michael; Metos, Julie

doi:10.5888/pcd9.110091

Cited by 14 publications

(14 citation statements)

References 21 publications

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“…The system survey included 21-items on systemlevel support for LWP implementation, and this summary score (sum of ''fully implemented'') exhibited high internal consistency (α = .865). The summary score was normally distributed (skewness = 0.128), and examined as a continuous variable (M = 10.8, range [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19]. Table 1 shows the item responses.…”

Section: Instrumentationmentioning

confidence: 99%

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Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Hager

Rubio

Eidel

et al. 2016

Journal of School Health

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Section: Instrumentationmentioning

confidence: 99%

“…In response to this mandate, the majority of US school systems now have written LWPs in place . LWPs are only effective, however, if implemented . More recent legislation, the Healthy Hunger‐Free Kids Act (HHFKA) of 2010, expanded upon the LWP provision in the CNRA to focus more heavily on the implementation, evaluation, and reporting of LWPs in schools.…”

mentioning

confidence: 99%

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Hager

Rubio

Eidel

et al. 2016

Journal of School Health

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“…For example, Lanier et al [101] found that teachers were often unaware of their respective school's wellness policies, and two studies identified the school principals' leadership as key to improved physical activity and nutrition policy implementation [102,103]. One study identified that lower complexity, higher compatibility, and greater perceived relative advantage assisted schools in implementing nutrition guidelines [104].…”

Section: Policy Issuesmentioning

confidence: 99%

Current Trends in Childhood Obesity Research

2012

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Childhood obesity is a global health issue. To identify research trends and gaps of childhood obesity research, we reviewed MEDLINE publications from January 2011 to May 2012 and qualitatively analyzed the major domains and themes of research focus. Major domains are: measurements, obesity correlates, prevention interventions, treatment interventions, and policy issues. Key advances and innovations are highlighted within each domain. Emerging areas include the advancement of measurement methodologies that simultaneously capture individual and contextual information across time, analysis of policy problems, and the development of multilevel, community interventions. However, few effective and sustainable interventions are exemplified; some strategies are promising. Recommendations for future research includes the adoption of a systems approach that integrates individual, environmental, and policy change, the scale up and diffusion of innovations, studies of intended and unintended policy impacts, and the design and testing of effective social marketing strategies.

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“…Lack of knowledge regarding policies led to school staff's avoidance of implementing aspects of the referral system (e.g., not providing referrals or referral guides to students) for fear of being noncompliant with policies. As we saw in the Western site, even in a supportive sexual health environment, school staff who serve as gatekeepers (i.e., principals, office staff, hall monitors) were unaware of the policies of student access to services; this gap in awareness and knowledge has been corroborated in past studies as barriers to sexual health and nutrition education and policy implementation within schools [28][29][30][31]. Equally important to increasing staff's knowledge of stateand district-level sexual health policies is addressing negative attitudes and stigma.…”

Section: Discussionmentioning

confidence: 89%

What will it take? Using an implementation research framework to identify facilitators and barriers in implementing a school-based referral system for sexual health services

Leung

Wanner

Senter

et al. 2020

BMC Health Serv Res

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Background: Across the United States, sexually transmitted infections and unintended pregnancy rates are alarmingly high among youth. Schools, due to their proximity and access to youth, can increase student access to sexual health services (SHS) by creating referral systems (RS) to link students to school-and community-based SHS. From 2013 to 2018, the Centers for Disease Control and Prevention's Division of Adolescent and School Health funded 17 Local Education Agencies (LEA) to partner with priority schools and stakeholders to develop and implement RS to increase student access to SHS. Cicatelli Associates Inc. (CAI) was funded to provide capacity-building to LEA. In 2016-2017, CAI conducted case studies at two LEA, both large and urban sites, but representing different geographical and political contexts, to elucidate factors that influence RS implementation. Methods: Nineteen LEA and community-based healthcare (CBH) staff were interviewed in the Southeastern (n = 9) and Western U.S. (n = 10). Key constructs (e.g., leadership engagement, resources, state and district policies) across the five domains of the Consolidated Framework for Implementation Research (CFIR) framework guided the methodology and analysis. Qualitative data was analyzed using the Framework Method and contextual factors and themes that led to RS implementation were identified. Results: Interviewees strongly believed that school-based RS can decrease STI, HIV and unintended pregnancy and increase students' educational attainment. We identified the following contextual key factors that facilitate successful implementation and integration of an RS: enforcing state and district policies, strong LEA and CBH collaboration, positive school culture towards adolescent health, knowledgeable and supportive staff, leveraging of existing resources and staffing structures, and influential district and school building-level leadership and champions. Notably, this case study challenged our initial assumptions that RS are easily implemented in states with comprehensive SHS policies. Rather, our conversations revealed how districts and local-level policies can have significant impact and influence to impede or promote those policies.

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Teacher Awareness and Implementation of Food and Physical Activity Policies in Utah Elementary Schools, 2010

Abstract: Introduction Schools are a key venue for childhood obesity prevention policies. The objective of this study was to examine factors associated with elementary school teacher awareness and implementation of their schools' food and physical activity policies.

Cited by 14 publications

References 21 publications

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities

Current Trends in Childhood Obesity Research

What will it take? Using an implementation research framework to identify facilitators and barriers in implementing a school-based referral system for sexual health services

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