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

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

2014 ◽  
Vol 15 (12) ◽  
pp. 968-982 ◽  
Author(s):  
C. E. Driessen ◽  
A. J. Cameron ◽  
L. E. Thornton ◽  
S. K. Lai ◽  
L. M. Barnett
Keyword(s):  
Systematic Review ◽  
Body Weight ◽  
Food Environment ◽  
Eating Behaviours ◽  
School Food ◽  
School Food Environment

scholarly journals Law No 1355 for the Prevention of Obesity in Colombia: Influence of School Food Environment Interventions on Children Body Weight and Diet Quality Trends Between 2005 and 2015

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1724-1724
Author(s):  
Gustavo Mora-Garcia ◽  
Vanessa Garcia-Larsen ◽  
Antonio Trujillo
Keyword(s):  
Body Weight ◽  
Healthy Eating ◽  
Diet Quality ◽  
Food Environment ◽  
Healthy Eating Index ◽  
Overweight And Obesity ◽  
School Food ◽  
School Food Environment ◽  
Using Data ◽  
The Impact

Abstract Objectives To study the impact of the school food environment interventions motivated by the obesity prevention policy reform (Law No 1355, Colombia 2009) on body weight and diet quality trends of schoolchildren. Methods Schoolchildren from six provinces that had implemented the law (‘intervened schools’), and from 26 that had not, were studied using data from the National Nutrition Surveys (ENSIN). A total of 48,936 children aged 6–17y were included (2005, n = 16,193; 2010, n = 9,907; 2015, n = 22,836). Body mass index (log-transformed z-score; zBMI) and bodyweight excess (BWE; i.e., zBMI ≥ 1.0) were the primary outcomes. The Alternative Healthy-Eating Index (AHEI; log-transformed) was derived to measure diet quality, using data from single 24 h recall questionnaires administered in 2005 and 2015. A difference-in-difference analysis (diff-in-diff) was carried out using two waves of data before (ENSIN 2005 and 2010), and one wave 4 years after the policy implementation (ENSIN 2015). The identification strategy relies on variability across time and provinces. Results A total of 11,113 schoolchildren were in the intervened provinces (2005: 4,087; 2010: 2,861; 2015: 4,165). Overall, the percentage of children with BWE in 2005, 2010, and 2010 was 16.5%, 20.2%, and 25.0%, respectively. Between 2005 and 2015, the prevalence of BWE increased from 15.5% to 27.3% in the intervened schools, and from 16.9% to 24.4% in the non-intervened schools. The mean AHEI score was 46.2 ± 10.5 in 2005 and 43.7 ± 11.1 in 2015, with a decrease of 2.29 points in the sample of children from the intervened schools, and of 2.32 points in those from the non-intervened schools. The diff-in-diff analyses showed that the interventions were associated with a 4% increase in zBMI (P < 0.05), and a 2% increase in BWE prevalence (P < 0.001). The changes in diet quality were not statistically significant. Conclusions Diet quality and trends of overweight and obesity in schoolchildren did not improve in the schools that implemented Law No1355. The observed decline in diet quality in all children studied suggest that implementation of food policies to promote healthy eating should not be limited to efforts centered in the school environment. Funding Sources GMG was supported by COLCIENCIAS (Fondo para Investigación en Salud-FIS-).

Healthy Eating Guidelines for a School Jurisdiction: Collaborative Design and Implementation

2013 ◽  
Vol 74 (4) ◽  
pp. 193-197
Author(s):  
Flora F. Stephenson ◽  
J. Cyne Johnston ◽  
Theresa Riege ◽  
Farah Bandali ◽  
Deborah A. McNeil
Keyword(s):  
Healthy Eating ◽  
School Environment ◽  
Food Environment ◽  
Collaborative Design ◽  
Positive Impact ◽  
Food Service ◽  
Optimal Growth ◽  
Eating Behaviours ◽  
School Food ◽  
School Food Environment

Purpose: Healthy eating is a determinant of optimal growth, and schools provide an ideal setting in which to influence students’ diets. The Healthy Eating Guidelines Initiative (HEGI) was a partnership among education, health, and community stakeholders to develop and implement healthy eating guidelines across a school jurisdiction. An evaluation was conducted to examine the potential impact of the HEGI on the school food environment and students’ self-reported diets. Methods: All schools in the jurisdiction were invited to participate in the evaluation. Participating schools included elementary, middle, high, and mixed grades schools. A school environment assessment and a student questionnaire were used to collect data before and after the HEGI. Results: Twenty-two (71%) of 31 schools participated in the evaluation. The guidelines were successfully implemented in 17 of these 22 schools. Overall, a greater proportion of students reported healthier eating behaviours at the conclusion of the HEGI. In particular, a greater proportion of students in schools with cafeteria-style food service showed significantly improved self-reported dietary behaviours. These changes were not seen among students at schools with limited or no on-site food service. Conclusions: The findings are consistent with those of previous studies, and indicate that guidelines for a school jurisdiction can have a positive impact on the school food environment and students’ food intake. The HEGI shows promise as a strategy to promote healthy eating among students.

scholarly journals Effectiveness of school food environment policies on children’s dietary behaviors: A systematic review and meta-analysis

PLoS ONE ◽  
2018 ◽  
Vol 13 (3) ◽  
pp. e0194555 ◽  
Author(s):  
Renata Micha ◽  
Dimitra Karageorgou ◽  
Ioanna Bakogianni ◽  
Eirini Trichia ◽  
Laurie P. Whitsel ◽  
...  
Keyword(s):  
Systematic Review ◽  
Food Environment ◽  
Meta Analysis ◽  
Dietary Behaviors ◽  
School Food ◽  
School Food Environment

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.

A Systematic Review of the Efficacy of Interventions that Aim to Increase Self-Compassion on Nutrition Habits, Eating Behaviours, Body Weight and Body Image

Mindfulness ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 388-400 ◽  
Author(s):  
Hania Rahimi-Ardabili ◽  
Rebecca Reynolds ◽  
Lenny R. Vartanian ◽  
Leigh Victoria Duyen McLeod ◽  
Nicholas Zwar
Keyword(s):  
Systematic Review ◽  
Body Image ◽  
Body Weight ◽  
Eating Behaviours ◽  
Self Compassion ◽  
Nutrition Habits

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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