Teacher Perceptions and Preferences for 5 School Breakfast Program Models

Krueger, Emily B.; Eggett, Dennis L.; Stokes, Nathan

doi:10.1016/j.jneb.2018.01.006

Cited by 13 publications

(14 citation statements)

References 17 publications

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“…To evaluate the success of BIC, several studies look to various stakeholders' perceptions of and attitudes toward the programs' impacts. Perception and attitude are important to measure because, as one study notes, stakeholder engagement is critical for the success of newly implemented SBPs 10,12,13 . Teachers may be especially critical stakeholders in implementing an effective breakfast program since they are often involved in supervising the delivery, consumption, and clean‐up of the food in the BIC model.…”

Section: Teacher Resistancementioning

confidence: 99%

Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom: The Importance of Health

McKeon

Shukaitis

Cuite

2021

Journal of School Health

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BACKGROUND Teacher resistance is sometimes cited as a barrier to implementing Breakfast in the Classroom (BIC), an approach to school breakfast in which students eat at their desks after the school day has begun. Given their role in serving breakfast with BIC, teacher perceptions may be critical in implementing an effective BIC program. METHODS K‐5 teachers (N = 249) in an urban, low‐income school district completed an online survey that assessed their expectations of BIC (retrospectively), perceptions of its benefits and challenges, and current program satisfaction. Descriptive statistics, Pearson's correlation tests, and multiple regression analyses were performed. RESULTS Most teachers (64%) whose students were currently receiving BIC were satisfied with the program overall, and 81% of teachers agreed that (1) BIC should continue and (2) is worth the effort. The most commonly identified problem was lack of breakfast variety and healthfulness. Retrospective positive expectations were positively correlated with current program satisfaction (r = .61, p < .001), although overall post‐implementation perceptions are much more positive. Additionally, the perception that BIC improves students' health is related to higher satisfaction with BIC. CONCLUSIONS Focusing on the health implications of BIC may be important to implementing new BIC programs.

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Section: Teacher Resistancementioning

confidence: 99%

Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom: The Importance of Health

McKeon

Shukaitis

Cuite

2021

Journal of School Health

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“…Due to changes in school policies, sufficient evidence is now emerging that BIC is related to improved student attendance and academic learning 28 . These findings notwithstanding, there are school personnel, including teachers, who have argued that serving BIC interferes with student learning 29 . We did not find this to be the case.…”

Section: Implications For School Healthmentioning

confidence: 58%

Cost‐effective Analyses of an Urban Public School District's Classroom Breakfast Program

Walker

Sutherland

Coppola³

et al. 2021

Journal of School Health

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BACKGROUNDWe assessed the cost‐effectiveness and student outcomes related to providing breakfast in the classroom (BIC) setting versus breakfast in the traditional school cafeteria (Cafe).METHODSThe sample included 2906 African American and Hispanic students attending urban elementary and middle schools in a city in the Northeastern United States. Teachers and other school personnel completed interviews. Teachers completed an online survey.RESULTSSchool absences were lower for students in the BIC program than in the Cafe program. The school suspension rate was lower for the BIC students than the Cafe students. A larger percentage of BIC students (80%) ate breakfast than Cafe students (30%). The BIC program was more cost‐effective than the Cafe program.CONCLUSIONSOur findings demonstrate that low‐income students in the BIC program showed improved attendance and increased breakfast consumption. Students who consume a healthy in‐class breakfast may develop better eating habits and academic performance.

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“…However, generally, teachers prefer traditional breakfasts at home compared with those provided in schools and consider there may be a potential for waste in such in-school programs. 12 In this study found that several suggestions for the cafeteria program emerged, such as students want the program for lunch because some students did not have the habit of eating breakfast at home. School food contributes significantly to healthy eating behavior because it can form healthy eating habits and increase preference for new and diverse foods.…”

Section: Discussionmentioning

confidence: 87%

“…The most effective step of health promotion is through habitualizing healthy behaviors that are acquired early in a person's life, namely at the school age, whether elementary, junior high, or high school. 12 Unfortunately, in the Kulon Progo Regency there are still no CVD prevention school programs nor healthy diet and lifestyle promotion programs that target school-age children even though these ages are the ideal time to form healthy habits and behaviors.…”

Section: Development Of School Canteen and School Gardens Guidelines mentioning

confidence: 99%

Development of school canteen and school gardens guidelines as prevention against cardiovascular disease

Kandarina

Hartriyanti

Rahayujati³

et al. 2020

J Community Empowerment for Health

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Cardiovascular diseases are considered as the deadliest diseases in the world. According to WHO data, deaths caused by coronary heart disease in Indonesia reached 138,380 or 9.89% of the total deaths. The age adjusted mortality rate is 82.30 per 100,000 population with Indonesia ranked #97 in the world. Kulon Progo Regency is located in the western part of the Special Region of Yogyakarta. The average monthly food expenditure in Kulon Progo is Rp365,012 ($27.49). While a healthy diet is known and promoted to benefit health, only a small portion is used to buy fruits and vegetables (2.24% and 1.76%). Cardiovascular disease is the main cause of morbidity in Kulon Progo. This study aimed to examine the process of developing guidelines for healthy school canteens and school gardens and promote fruit and vegetable consumption. This study used a qualitative research design. The data were collected through in-depth interviews and focus group discussions. A preliminary survey was conducted in 10 private and public schools in Kulon Progo district, Yogyakarta Province, Indonesia. Guidelines related to healthy lifestyles through Canteen- and school garden were successfully arranged for in-school programs. Interviews and focus group discussions explored possibilities of permanently establishing the programs with local and national funding. Some disagreement was voiced concerning the loss of revenue incurred by local food vendors. Stakeholder involvement is crucially important for the preparation and development of the school canteen - and school gardens guidelines. Follow-up is recommended to carry out the dissemination of the guidebook.

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Teacher Perceptions and Preferences for 5 School Breakfast Program Models

Abstract: Teachers prefer traditional SBP model over BIC and other nontraditional models. Increased awareness and education regarding benefits and challenges of SBP models may increase teacher preference for nontraditional SBP models, especially BIC.

Cited by 13 publications

References 17 publications

Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom: The Importance of Health

Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom: The Importance of Health

Cost‐effective Analyses of an Urban Public School District's Classroom Breakfast Program

Development of school canteen and school gardens guidelines as prevention against cardiovascular disease

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