The New Federal School Nutrition Standards and Meal Patterns: Early Evidence Examining the Influence on Student Dietary Behavior and the School Food Environment

2017 ◽  
Vol 117 (2) ◽  
pp. 185-191 ◽  
Author(s):  
Karen W. Cullen ◽  
Jayna M. Dave
Keyword(s):  
Food Environment ◽  
Dietary Behavior ◽  
School Nutrition ◽  
School Food ◽  
Meal Patterns ◽  
Early Evidence ◽  
School Food Environment ◽  
Nutrition Standards

scholarly journals A Systematic Review on Socioeconomic Differences in the Association between the Food Environment and Dietary Behaviors

Nutrients ◽  
2019 ◽  
Vol 11 (9) ◽  
pp. 2215 ◽  
Author(s):  
Joreintje D. Mackenbach ◽  
Kyra G. M. Nelissen ◽  
S. Coosje Dijkstra ◽  
Maartje P. Poelman ◽  
Joost G. Daams ◽  
...  
Keyword(s):  
Food Environment ◽  
Dietary Behavior ◽  
Food Prices ◽  
Food Environments ◽  
Socioeconomic Differences ◽  
School Food ◽  
Food Stores ◽  
Adolescents And Adults ◽  
School Food Environment ◽  
Objectively Measured

Little is known about socioeconomic differences in the association between the food environment and dietary behavior. We systematically reviewed four databases for original studies conducted in adolescents and adults. Food environments were defined as all objective and perceived aspects of the physical and economic food environment outside the home. The 43 included studies were diverse in the measures used to define the food environment, socioeconomic position (SEP) and dietary behavior, as well as in their results. Based on studies investigating the economic (n = 6) and school food environment (n = 4), somewhat consistent evidence suggests that low SEP individuals are more responsive to changes in food prices and benefit more from healthy options in the school food environment. Evidence for different effects of availability of foods and objectively measured access, proximity and quality of food stores on dietary behavior across SEP groups was inconsistent. In conclusion, there was no clear evidence for socioeconomic differences in the association between food environments and dietary behavior, although a limited number of studies focusing on economic and school food environments generally observed stronger associations in low SEP populations. (Prospero registration: CRD42017073587)

scholarly journals Examining associations between school food environment characteristics and sugar-sweetened beverage consumption among Canadian secondary-school students in the COMPASS study

2018 ◽  
Vol 22 (11) ◽  
pp. 1928-1940 ◽  
Author(s):  
Katelyn M Godin ◽  
Ashok Chaurasia ◽  
David Hammond ◽  
Scott T Leatherdale
Keyword(s):  
Food Environment ◽  
Population Level ◽  
School Nutrition ◽  
School Level ◽  
School Students ◽  
School Food ◽  
Sugar Sweetened Beverage ◽  
Sweetened Beverage ◽  
Vending Machines ◽  
School Food Environment

AbstractObjectiveTo examine associations between Canadian adolescents’ sugar-sweetened beverage (SSB) consumption and several school food environment characteristics, and to investigate differences in these characteristics between schools in provinces with voluntary (Alberta) v. mandatory (Ontario) provincial school nutrition policies.DesignWe used a questionnaire to assess the number of weekdays participants consumed three SSB categories (soft drinks, sweetened coffees/teas, energy drinks) and various sociodemographic and behavioural characteristics. We examined the in-school water fountain accessibility, vending machines’ contents and presence of various food outlets within schools’ 1 km buffer. We developed hierarchical Poisson regression models to identify associations between student- and school-level characteristics and students’ SSB outcomes.SettingAlberta and Ontario, Canada.SubjectsAdolescents (n 41 829) from eighty-nine secondary schools.ResultsCompared with their Ontarian counterparts, Albertan participants had a significantly higher rate of SSB intake across all drink categories and SSB availability was significantly greater in Albertan schools’ vending machines. Availability of sweetened coffees/teas in school vending machines and access to restaurants within the school’s 1 km buffer were associated with increased SSB intake in three of the final models. Overall, the school food environment-level characteristics examined had a modest to negligible impact on student days of SSB intake.ConclusionsWe identified that the school food environment characteristics examined here had little impact on adolescents’ days of SSB consumption. While schools should adopt or maintain a comprehensive policy approach to discourage students’ SSB intake, population-level interventions focusing on other contexts (e.g. home and community) are needed to complement existing school-based interventions.

scholarly journals Describing Food Availability in Schools Using Different Healthy Eating Guidelines: Moving Forward with Simpler Nutrition Recommendations

2019 ◽  
Vol 80 (1) ◽  
pp. 22-29 ◽  
Author(s):  
Jessie-Lee D. McIsaac ◽  
Nicole Ata ◽  
Sara F.L. Kirk
Keyword(s):  
Food Environment ◽  
School Nutrition ◽  
School Policy ◽  
Classification Systems ◽  
Registered Dietitians ◽  
School Food ◽  
Nutrition Policies ◽  
Food And Beverage ◽  
Extra Food ◽  
School Food Environment

Purpose: Internationally, there is debate on whether a nutrient or a food-based approach to policy is more effective. This study describes the food/beverage availability in schools in Nova Scotia through a comparison of a traditional nutrient classification (“Maximum/Moderate/Minimum”), currently used in the provincial school policy and a simplified food-based system (“Core/Extra”). Methods: School food environment audits were conducted in schools (n = 25) to record the food and beverages available. Registered dietitians categorized information using both the nutrient-based and simplified food-based classification systems. Number and percent in each category were described for items. Results: Food and beverage items consisted of breakfast, lunch, snacks, beverages, and vending of which 81% were permissible by the policy, whereas only 54% were categorized as Core. Many snacks and vending items classified as Extra fell within either Moderate (45% and 35%, respectively) or Minimum (29% and 33%, respectively) categories. Conclusions: Dietitians have a role to support interpretation of classification systems for school nutrition policies. The nutrient-based classification used in the policy permitted some items not essential to a healthy diet as defined by the Extra food-based classification. However, the food-based Core/Extra categorization had less detail to classify nutrients.

Food procurement in English-language Canadian public schools: Opportunities and challenges

2019 ◽  
Vol 6 (1) ◽  
pp. 75-99
Author(s):  
Shawna Holmes
Keyword(s):  
Public Schools ◽  
Food Environment ◽  
Nutritional Quality ◽  
English Language ◽  
Nutrient Content ◽  
Food Environments ◽  
School Food ◽  
Provincial Level ◽  
School Food Environment

This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.

The effect of changes to the school food environment on eating behaviours and/or body weight in children: A systematic review

2014 ◽  
Vol 8 ◽  
pp. 13 ◽  
Author(s):  
Christine E. Driessen ◽  
Adrian J. Cameron ◽  
Lukar E. Thornton ◽  
Samuel K. Lai ◽  
Lisa M. Barnett
Keyword(s):  
Systematic Review ◽  
Body Weight ◽  
Food Environment ◽  
Eating Behaviours ◽  
School Food ◽  
School Food Environment

Creating the Scratch Cooked School Food Framework: Qualitative Data Analysis of a Scratch Cooking Pilot

2021 ◽  
pp. 152483992110389
Author(s):  
Deeana Ijaz Ahmed ◽  
Raynika Trent ◽  
Pamela Koch
Keyword(s):  
New York ◽  
Data Analysis ◽  
Food Environment ◽  
Food System ◽  
System Structure ◽  
Structural Elements ◽  
School Food ◽  
Intervention Level ◽  
Key Stakeholders ◽  
School Food Environment

The purpose of this study is to develop a novel framework that outlines the system required to implement scratch cooking in school kitchens. The data used in this study were 57 interviews with key stakeholders during the Return to Scratch Cooking Pilot that occurred in two New York City school kitchens in 2018–2019 and made significant modifications to many aspects of the existing school food system. The guiding framework for the data analysis was Meadows’s Intervention Level Framework. Intervention Level Framework describes analyzing systems by examining five layers: (1) paradigm shift, (2) goals, (3) system structure (4) feedback and delays, and (5) structural elements. It also provides a framework for describing a system by defining its elements, interconnections, and purpose. Data analysis revealed four elements of the school food system: ingredients and recipes, kitchen, cooking, and the community. The interconnections that played a role in each of these elements were policies, practice, people, and promotion. Together, these four elements and four interconnections comprise the Scratch Cooked School Food framework, which has the purpose of being a tool for researchers and practitioners to utilize when planning, implementing, and evaluating scratch cooking in the school food environment.

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