The Influence of Organizational Culture on School‐Based Obesity Prevention Interventions: A Systematic Review of the Literature

Fair, Kayla; Williams, Kayce D. Solari; Warren, Judith L.; McKyer, E. Lisako J.; Ory, Marcia G.

doi:10.1111/josh.12626

Cited by 11 publications

(8 citation statements)

References 37 publications

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“…Using latent profile analysis, the researchers analyzed the cultures and climates of 65 schools and found that 9% of the schools exhibited a comprehensive culture and climate profile in which proficient culture was high, rigid and resistant culture were moderate to low, functional and engaged climate were high, and stressful climate was low—fidelity to EBPs for youth with autism was significantly higher in these schools (Williams et al, 2019). These findings extend a substantial body of school-based research showing that school cultures and climates predict student achievement, social-emotional well-being and behavior, and staff retention and burnout (Anderson, 1982; Fair et al, 2018; Hargreaves, 2013; Hoy, 1990; Huang et al, 2017; Kohl et al, 2013; Macneil et al, 2009; Reaves et al, 2018; Thapa et al, 2013). These findings also beg the question: what can school leaders do to create comprehensive cultures and climates that support EBP implementation for youth with autism?…”

Section: Introductionsupporting

confidence: 78%

“…One factor that predicts effective EBP implementation in schools is the school’s organizational culture and climate (Fair et al, 2018; Williams et al, 2019), where culture is defined as the shared norms and behavioral expectations that guide how work is completed within the organization (Glisson, Landsverk, et al, 2008) and climate is defined as employees’ shared perceptions of the impact of the work environment on their personal well-being (James et al, 2008). Several studies have drawn on a theoretical model that defines organizational culture along three dimensions of proficiency, rigidity, and resistance, and organizational climate along three dimensions of engagement, functionality, and stress (Glisson, Landsverk, et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Williams

Frederick

Ching

et al. 2020

Autism

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Schools play a major role in delivering behavioral health services to autistic youth. School culture and climate are strong predictors of the extent to which these services incorporate evidence-based practices; however, little is known about how school leaders shape culture and climate. Drawing on the concept of culture and climate embedding mechanisms, we conducted a qualitative study to understand the ways in which school principals embed cultures and climates that support effective implementation of evidence-based practices for youth with autism. Semi-structured interviews with 32 teachers in schools that implemented three closely related evidence-based practices for youth with autism (discrete trial training, pivotal response training, and visual schedules) explored teachers’ experiences regarding (a) implementation of the three evidence-based practices, (b) perceptions of school culture and climate, and (c) principals’ behaviors, practices, and decisions that supported or detracted from the aspects of culture and climate that supported successful implementation. Thematic analysis detailed seven mechanisms that principals used to embed cultures and climates that shaped evidence-based practice implementation. These mechanisms represent actionable targets for school leaders and inform strategies to improve the implementation of evidence-based practices for youth with autism in schools. Lay abstract Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers’ responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students’ needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate.

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Section: Introductionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Williams

Frederick

Ching

et al. 2020

Autism

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“…It should be, however, noted that teachers alone cannot solve the weight discrimination. Fostering a positive and supportive school climate, for instance, may also help obese children to avoid weight discrimination/stigmatization (Winter, 2009;Fair et al, 2018). More importantly, since major risk factors for child obesity lie outside of schools (Von Hippel and Workman, 2016), careful monitoring of children with earlyonset obesity should also take place within families and schools with obesity intervention programs [see also Bleich et al (2017), Jakicic and Davis (2011)].…”

Section: Policy Implicationsmentioning

confidence: 99%

Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias

2021

Front. Psychol.

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This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort (kindergarten to fifth grade) in the US (ECLS-K: 2011) and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest that teachers may serve as a significant source of weight bias, especially for girls (B = −0.09, 95% BC CI [−2.37 to −0.46]).

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“…Responses from school administration participating in the COMPASS study contribute to the reality that schools encounter a number of barriers in their efforts to improve student health. The most referenced barriers to health program implementation included “inadequate staff time available to implement programs” and “inadequate funding and support for school‐based health programs and services for students.” The presence of barriers to implementing health programs and policies in schools are not uncommon in the literature 35,36 . Disconnection with school staff members, inability to establish connections with external partners, a lack of time due to increasing workload, lack of available resources and lack of funding were shown to hinder the success of policy implementation in some Canadian schools 36,37 .…”

Section: Discussionmentioning

confidence: 99%

Examining Engagement With Public Health in the Implementation of School‐Based Health Initiatives: Findings From the COMPASS Study

Vermeer

Battista

Leatherdale

2021

Journal of School Health

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BACKGROUND Adolescence coincides with the adoption of health behaviors that schools are not necessarily equipped to properly address. Collaboration between schools and external health services such as public health could fill gaps in addressing student health. METHODS The current study uses student‐ and school‐level survey data from 59 nonprivate secondary schools in Ontario, Canada in year 6 (2017–2018) of the COMPASS study to examine barriers to improving student health, and analyze the effect of public health engagement on student health behaviors. RESULTS The majority of schools have received resources from their local public health unit, however, less than one third of schools were developing/implementing programs jointly, and 12% of schools reported no engagement. Students had higher odds of better overall mental health, of meeting screen time guidelines, and were less likely to bully others if public health units solved issues together with schools regarding these health behaviors. CONCLUSIONS There is a notable lack of consistent public health engagement in schools participating in the COMPASS study despite a need for such services. Creating mechanisms to develop and strengthen effective partnerships between schools and external service providers such as public health might alleviate some barriers to implementing health interventions in Ontario secondary schools.

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The Influence of Organizational Culture on School‐Based Obesity Prevention Interventions: A Systematic Review of the Literature

Cited by 11 publications

References 37 publications

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study

Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias

Examining Engagement With Public Health in the Implementation of School‐Based Health Initiatives: Findings From the COMPASS Study

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