The provision of healthy food in a school tuck shop: does it influence primary-school students’ perceptions, attitudes and behaviours towards healthy eating?

Bekker, Francette; Marais, Maritha; Koen, Nelene

doi:10.1017/s1368980016003487

Cited by 18 publications

(25 citation statements)

References 16 publications

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“…The most common method used to measure the school food environment was a self-administered questionnaire/survey (n = 21) [28,36,39,40,[42][43][44][45]47,48,[51][52][53][54]56,58,59,62,64,66,68] to obtain information such as food policy, food purchased or availability from tuck shops or school meals, presence of a tuck shop, if nutrition training was a priority or attitudes to nutrition from either school principals, students, educators or canteen managers. Disadvantages with this method include self-reported bias in favor of desirable rather than actual practice, a low response rate which may not be indicative of true food provision and respondent burden.…”

Section: Discussionmentioning

confidence: 99%

“…Five articles included a mixed methods approach where quantitative data was integrated with qualitative data, to provide comprehensive insight into the school food environment [28,37,39,40,42] and one study conducted a mixture of methods study [64]. Bevans and colleagues [39] and Ardzejewska et al [37] used semi-structured interviews with food service managers/school principals/deputies where their school's nutrition service policies and practices were explored, together with either student questionnaires [40] or canteen menu audits [37].…”

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

“…Two articles which featured focus groups, explored concepts around healthy eating with students from South Africa [39], and in the UK student discussions centered on four key themes: Children's food environment, food intake, obtaining food and social aspects of food consumption [42]. South African learners also completed a self-administered questionnaire which examined tuck shop purchasing behavior whereas the school food environment was assessed by a lunch time observation and menu analysis in the UK [42].…”

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

“…These were studies conducted in high income countries (e.g., Norway and New Zealand) and included all four dimensions of the school food environment. Seven studies were rated as 'medium' quality [22,28,38,46,60,65,71] and twenty-nine studies were rated as 'low' quality [37,[39][40][41][42]44,45,[47][48][49][50][51][52][54][55][56][57][58][59][61][62][63][64][66][67][68][69][70]. The number of methods which were assessed was 49, as a number of studies applied more than one methodological approach to measure to school food environment.…”

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

“…The physical food environment was the primary focus for eighteen articles (47%) included in this review [38,39,42,45,[47][48][49][50][52][53][54]59,62,63,[67][68][69]. It was operationalized in terms of either availability of food items frequently for sale or the physical presence of a school food outlet.…”

Section: Physical Environmentmentioning

confidence: 99%

See 4 more Smart Citations

Measurement Methods Used to Assess the School Food Environment: A Systematic Review

O'Halloran

Eksteen

Gebremariam

et al. 2020

IJERPH

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Children consume approximately half of their total daily amount of energy at school. Foods consumed are often energy-dense, nutrient-poor. The school food environment represents an effective setting to influence children’s food choices when dietary habits are established and continue to track into adulthood. The aim of this review was to: (1) group methods used for assessing the school food environment according to four food environment dimensions: Physical, economic, socio-cultural and policy and (2) assess the quality of the methods according to four criteria: Comprehensiveness, relevance, generalizability and feasibility. Three databases were searched, and studies were used to assess food and beverages provided at school canteens, tuck shops or cafeterias were included. The review identified 38 global studies (including 49 methods of measuring the food environment). The physical environment was the primary focus for 47% of articles, aspects of policy environment was assessed by 37% articles and a small number of studies assessed the economic (8%) and socio cultural (8%) environment. Three methods were rated ‘high’ quality and seven methods received ‘medium’ quality ratings. The review revealed there are no standardized methods used to measure the school food environment. Robust methods to monitor the school food environment across a range of diverse country contexts is required to provide an understanding of obesogenic school environments.

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Section: Discussionmentioning

confidence: 99%

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

Section: Mixed Methods and Mixture Of Methodsmentioning

confidence: 99%

Section: Physical Environmentmentioning

confidence: 99%

See 3 more Smart Citations

Measurement Methods Used to Assess the School Food Environment: A Systematic Review

O'Halloran

Eksteen

Gebremariam

et al. 2020

IJERPH

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Food environment interventions targeting children and adolescents: A scoping review

Downs

Demmler²

2020

Global Food Security

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The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum

Nguyen

Villiers

Fourie

et al. 2013

Public Health Nutr.

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Objective: To explore the perceptions of educators from the Western Cape Province about the feasibility of implementing South African food-based dietary guidelines (FBDG) in the national curriculum of primary schools. Design: Combined quantitative and qualitative methods. We report on the quantitative component. Setting: Twelve public primary schools of different socio-economic status in three education districts of the Western Cape: Metro Central, Metro East and Cape Winelands. Subjects: Educators (n 256) participated in the self-completed questionnaire survey. Results: Educators assessed that FBDG were appropriate to South African schoolchildren (94%), could be used as an education tool (97%) and fill gaps in the current curriculum about healthy dietary habits (91%). Besides Life Orientation, FBDG could be taught in other learning areas from grades 3 to 7 (9-13 years old). Important barriers to implementing FBDG in the curriculum were educators' workload (61%), insufficient time (46%), learners' disadvantaged background (43%) and educators' lack of knowledge (33%). Other approaches to teach children about FBDG included linking these to the National School Nutrition Programme (82%), school tuck shops (79%), parent meetings (75%), school nutrition policy (73%) and school assembly (57%). Educators in high-income schools perceived that learners' lifestyle was significantly worse (P , 0?001) and that tuck shops and the school assembly were the best means to teach pupils about FBDG (P , 0?001 and P , 0?05). Conclusions: Implementing FBDG in the national school curriculum is seen as important together with optimizing the school physical environment. Key factors required for successful implementation in the curriculum are sufficient educational materials, adequate time allocation and appropriate educator training. Keywords Primary-school curriculum Nutrition education Dietary guidelines South AfricaImplementing food-based dietary guidelines (FBDG) in the school curriculum is recommended worldwide as a cost-effective intervention in preventing the development of non-communicable diseases and the consequences of malnutrition (1)(2)(3) . Non-communicable diseases such as heart disease, stroke, cancer, chronic respiratory disease and diabetes were high on the agenda at the WHO Global Forum and the UN meeting in 2011. These diseases caused 36 million deaths in 2008 and were the leading causes of mortality globally. A third of these deaths occurred before age 60 years, mainly in developing countries (4) . The WHO projects that by 2030, noncommunicable diseases will account for 77% of deaths worldwide (5) .A major factor contributing to non-communicable diseases is the increasing rate of overweight and obesity. In the South African Demographic and Health Survey, the Department of Health found that nearly two-thirds of women and half of men older than 35 years were overweight or obese in 2003 (6) . Rising overweight and obesity rates among schoolchildren are of concern according to a number of studies which show the c...

show abstract

The provision of healthy food in a school tuck shop: does it influence primary-school students’ perceptions, attitudes and behaviours towards healthy eating?

Cited by 18 publications

References 16 publications

Measurement Methods Used to Assess the School Food Environment: A Systematic Review

Measurement Methods Used to Assess the School Food Environment: A Systematic Review

Food environment interventions targeting children and adolescents: A scoping review

The feasibility of implementing food-based dietary guidelines in the South African primary-school curriculum

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