scholarly journals Engaging School and Family in Navajo Gardening for Health: Development of the Yéego Intervention to Promote Healthy Eating among Navajo Children

2021 ◽  
Vol 8 (3) ◽  
pp. 212-222
Author(s):  
India Ornelas ◽  
Kassia Rudd ◽  
Sonia Bishop ◽  
Desiree Deschenie ◽  
Emily Brown ◽  
...  
Keyword(s):  
Elementary School ◽  
Healthy Eating ◽  
Vegetable Consumption ◽  
Formative Research ◽  
School Staff ◽  
Healthy Foods ◽  
School Garden ◽  
Navajo Nation ◽  
School Based ◽  
Increased Risk

Objective: Navajo children are at increased risk for obesity, in part due to limited access to healthy foods. School garden interventions increase access to fresh fruit and vegetables and consumption of healthy foods. Our study describes the development and pilot testing of a school garden intervention for Navajo elementary school children. Methods: We reviewed existing school garden interventions and conducted formative research with students, caregivers, and school staff to inform the intervention. The intervention consisted of a garden built at the school and a yearlong curriculum on gardening and healthy eating. We pilot-tested the intervention in an elementary school on the Navajo Nation. Results: Formative research revealed the importance of incorporating Diné culture, including traditional growing practices and the preparation of traditional foods into the curriculum. School staff also stressed the value of tying the curriculum to state and Diné educational standards. Students enjoyed opportunities for hands-on activities and snack preparation. Conclusions: Schools have a meaningful role to play in addressing childhood obesity disparities among Navajo children. School-based interventions that draw on cultural strengths and include healthy traditional practices can be a promising strategy for increasing fruit and vegetable consumption.

scholarly journals Healthy eating: a matter of prioritisation by households or policymakers?

2021 ◽  
pp. 1-3
Author(s):  
Joreintje Dingena Mackenbach
Keyword(s):  
Decision Making ◽  
Healthy Eating ◽  
Low Income ◽  
Fruits And Vegetables ◽  
Food System ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Healthy Foods ◽  
Fruit And Vegetable ◽  
Decision Making Processes

Abstract I reflect upon the potential reasons why American low-income households do not spend an optimal proportion of their food budgets on fruits and vegetables, even though this would allow them to meet the recommended levels of fruit and vegetable consumption. Other priorities than health, automatic decision-making processes and access to healthy foods play a role, but solutions for the persistent socio-economic inequalities in diet should be sought in the wider food system which promotes cheap, mass-produced foods. I argue that, ultimately, healthy eating is not a matter of prioritisation by individual households but by policymakers.

Are parents eating their greens? Fruit and vegetable consumption during a school intervention

2014 ◽  
Vol 116 (4) ◽  
pp. 585-597 ◽  
Author(s):  
Jessica Aschemann-Witzel ◽  
Tino Bech-Larsen ◽  
Alice Grønhøj
Keyword(s):  
Healthy Eating ◽  
Self Efficacy ◽  
Vegetable Consumption ◽  
Self Regulation ◽  
School Intervention ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
Positive Interaction ◽  
Content Type ◽  
School Based

Purpose – The aim of this paper is to study the extent of change in parents' fruit and vegetable consumption during a period when their children participate in a school-based healthy eating intervention. Design/methodology/approach – A total of 256 12-year-old Danish schoolchildren took part in a text-message feedback intervention promoting fruit and vegetable consumption. One parent of each child filled out self-administered questionnaires at three points during the 40-week study period. In the questionnaire, stated consumption, perceived influence factors on their consumption and self-efficacy and self-regulation were measured. Findings – Only half of the parents stated that they met the “five a day” target. These parents reported good availability of fruit and vegetables in their household, high consumption among their friends and frequent exercise and they were characterised by high self-efficacy levels. Stated consumption increased during the period of the intervention targeted at their children. Parents that reported an increase had, at the start of the intervention, reported low levels of consumption, lack of encouragement to eat healthy at their workplace and lower autonomous self-regulation. Research limitations/implications – The consumption data is limited to self-report. Practical implications – The results indicate that parents can be influenced indirectly by school-based interventions targeted at their children. Future interventions should include the family with the intent to support positive interaction that might further promote and sustain healthy eating habits. Originality/value – The study considers the possible effects school interventions targeting children may have on the immediate family, an aspect generally overlooked in school-based health initiatives.

scholarly journals Potential in-class strategies to increase children’s vegetable consumption

2017 ◽  
Vol 20 (8) ◽  
pp. 1491-1499 ◽  
Author(s):  
Gemma Sharp ◽  
Simone Pettigrew ◽  
Shannon Wright ◽  
Iain S Pratt ◽  
Sally Blane ◽  
...  
Keyword(s):  
Focus Groups ◽  
Parental Support ◽  
Vegetable Consumption ◽  
School Curriculum ◽  
Primary School Children ◽  
School Staff ◽  
Staff Members ◽  
School Based ◽  
Parents And Children ◽  
Multi Method Approach

AbstractObjectiveThe Crunch&Sip programme is a school-based nutrition initiative designed to increase the fruit, vegetable and water intakes of primary-school children. In recognition of the notable deficits in children’s vegetable consumption, the present study explored the receptivity of school staff to a realignment of the Crunch&Sip programme to feature a primary focus on vegetable consumption. This involved investigating school staff members’ perceptions of relevant barriers, motivators and facilitators.DesignA multi-method approach was adopted that involved four focus groups and a survey (administered in paper and online formats) containing a mixture of open- and closed-ended items.SettingWestern Australia.SubjectsStaff from Western Australian schools participated in the focus groups (n37) and survey (n620).ResultsSchool staff were strongly supportive of modifying the Crunch&Sip programme to focus primarily on children’s vegetable consumption and this was generally considered to be a feasible change to implement. Possible barriers identified included children’s taste preferences and a perceived lack of parental support. Suggested strategies to overcome these barriers were education sessions for parents and children, teachers modelling vegetable consumption for their students and integrating vegetable-related topics into the school curriculum.ConclusionsSchool staff are likely to support the introduction of school-based nutrition programmes that specifically encourage the consumption of vegetables. Potential barriers may be overcome through strategies to engage parents and children.

Promoting Physical Activity and Fruit and Vegetable Consumption Through a Community-School Partnership: The Effects of Marathon Kids® on Low-Income Elementary School Children in Texas

2012 ◽  
Vol 9 (5) ◽  
pp. 739-753 ◽  
Author(s):  
Andrew E. Springer ◽  
Steven H. Kelder ◽  
Nalini Ranjit ◽  
Heather Hochberg-Garrett ◽  
Sherman Crow ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Healthy Eating ◽  
School Children ◽  
Low Income ◽  
Elementary School Children ◽  
Vegetable Consumption ◽  
Fruit And Vegetable Consumption ◽  
Fruit And Vegetable ◽  
The Impact

Background:Marathon Kids® (MK) is a community and school-based program that promotes running, walking, and healthy eating in elementary school children. This study assessed the impact of MK on self-reported physical activity (PA), fruit and vegetable consumption (FVC), and related psycho-social factors in a sample of low-income, 4th- and 5th-grade students in Texas (n = 511). Intervention strategies included structured school running time, behavioral tracking, celebratory events, and rewards.Methods:A quasi-experimental design with 5 intervention (MK) and 3 comparison schools was employed. Students were assessed at baseline in the fall and at 3 time points during 2008 to 09. Mixed-effect regression methods were used to model pooled means, adjusting for baseline and sociodemographic variables.Results:MK students reported a higher mean time of running in past 7 days compared with non-MK students (mean = 4.38 vs. 3.83, respectively. P = .002), with a standardized effect size of 0.16. Mean times of FVC (P = .008), athletic identity self-concept (P < .001), PA outcome expectations (P = .007), and PA and FVC self-efficacy (P < .001 and P = .02, respectively) were also higher in MK students. Fewer differences in social support were observed.Conclusion:Findings provide further evidence on the importance of community and school partnerships for promoting PA and healthy eating in children.

scholarly journals A Mixed-Methods Study to Evaluate Elementary School Staff’s Acceptability, Delivery Challenges, and Communication Regarding the Implementation of School-Located Influenza Vaccination Program in Hong Kong

Vaccines ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1175
Author(s):  
Qiu-Yan Liao ◽  
Mei-Hong Dong ◽  
Jie-Hu Yuan ◽  
Wendy-Wing-Tak Lam ◽  
Benjamin J. Cowling ◽  
...  
Keyword(s):  
Elementary School ◽  
Hong Kong ◽  
Mixed Methods ◽  
Influenza Vaccination ◽  
Service Providers ◽  
Mixed Methods Study ◽  
Influenza Vaccines ◽  
Vaccination Program ◽  
School Staff ◽  
School Based

This was a mixed-methods study comprising a questionnaire-based survey, a qualitative study, and analysis of school newsletters to evaluate elementary school staff’s acceptability, delivery challenges and communication about school-located influenza vaccination program (SIVP) in Hong Kong. We found that school staff with lower intention to implement SIVP perceived greater logistical difficulties in arranging SIVP. Challenges regarding program delivery included schools’ limited infrastructure, the burden of paperwork, the fear of being overwhelmed by multiple school-based vaccination schedules, lacking confidence in communicating with parents about influenza vaccines, and the difficulties in managing vaccination-related anxiety among children with intellectual disability. School staff were generally passive in communicating with parents and students about influenza vaccines. We also found that schools may use the school newsletters as a substitute of the formal informed consent forms. Good partnerships among government, service providers and schools should be established to minimize the burden of paperwork for school staff, facilitate early planning of SIVP, and support schools with limited infrastructure and the vaccination of children with intellectual disabilities. Training is needed to enhance school staff’s confidence in communicating with parents and students about influenza vaccines and improve information delivery to support parents’ informed decisions for children’s vaccination.

scholarly journals Using formative research to develop the healthy eating component of the CHANGE! school-based curriculum intervention

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Lynne M Boddy ◽  
Zoe R Knowles ◽  
Ian G Davies ◽  
Genevieve L Warburton ◽  
Kelly A Mackintosh ◽  
...  
Keyword(s):  
Healthy Eating ◽  
Formative Research ◽  
School Based ◽  
Curriculum Intervention

scholarly journals The Translation of School Based Nutrition into Home Eating Behaviors (OR13-05-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Pamela Weisberg-Shapiro ◽  
Victoria Biancavilla ◽  
Camille Chan ◽  
Tiffany Yeh
Keyword(s):  
New York ◽  
Elementary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Low Income ◽  
Eating Behaviors ◽  
Fruits And Vegetables ◽  
Theory Approach ◽  
Upstate New York ◽  
School Based

Abstract Objectives The purpose of this study was to assess how a school based nutrition education program in a low-income rural elementary school in upstate New York influenced families’ eating behaviors. Methods Students attending an elementary school in a low-income, rural community in upstate New York attended monthly nutrition education sessions and cooking demonstrations that included child-friendly recipes for fruits and vegetables. Recipes from the cooking demonstration were sent home with the children. In year two and three of the program, twenty caregivers participated in 45–75 qualitative interviews assessing how the program influenced the families’ eating behaviors. Interviews were transcribed verbatim and coded in Atlas TI using a grounded theory approach. In addition, the community's food availability was assessed using google maps and ground truthing. Results Preliminary findings indicate that families did not change their eating behaviors in response to the school based nutrition program. Most parents reported that they received the recipes from school and some reported trying recipes. However, with the exception of one family, overall eating patterns and food routines did not change. Parents who described a low consumption of fruits and vegetables indicated that barriers to incorporating the recipes, and healthy foods in general, into their food routines included perception of children's food preferences, time constraints and financial constraints. Parents who described a high consumption of fruits and vegetables indicated that they did not incorporate recipes into their routines because they already had healthy eating routines. Conclusions School based programs should engage families in community events and family cooking classes. These events should aim to assist parents in navigating barriers to healthy eating. Funding Sources Engaged Cornell.

scholarly journals Healthy Eating in Low-Income Rural Louisiana Parishes: Formative Research for Future Social Marketing Campaigns

2021 ◽  
Vol 18 (9) ◽  
pp. 4745
Author(s):  
Linda Fergus ◽  
Richie Roberts ◽  
Denise Holston
Keyword(s):  
Nutrition Education ◽  
Social Marketing ◽  
Healthy Eating ◽  
Low Income ◽  
Formative Research ◽  
Control Beliefs ◽  
Healthy Foods ◽  
Black Females ◽  
Wide Availability ◽  
Social Marketing Campaigns

High rates of obesity and chronic disease exist in the southeastern United States (US). Knowledge about the attitudes, beliefs, and barriers of the rural low-income Louisiana population regarding healthy eating is limited. Focus Group discussions based on the Theory of Planned Behavior (TPB) were conducted in rural parishes (N = 3) with low-income residents of Louisiana (N = 29). Grounded Theory methods and cross-case analysis were used. The participants were primarily single Black females of age 18–30 years who earned a high school diploma, were employed, and had children. Beliefs included healthy eating was physically beneficial, yet financial impacts and the low palatability of healthy foods were barriers. Professional resources for nutrition education were limited which led to reliance on friends, family, and the internet. Friends and family were positive and negative influences on eating choices. Control beliefs included the high prices and low palatability of healthy foods, the wide availability of Energy Dense Nutrient Poor (EDNP) foods, and low motivation to sustain eating behavior changes. Formative research to optimize campaign distribution channels may improve accessibility to social marketing support and healthy eating resources. Persuasive messages that address control beliefs are needed in social marketing campaigns for rural low-income Louisiana environments.

Linking Education and Health to Support the Whole Child

2020 ◽  
pp. 59-74
Author(s):  
Alonzo L. Plough
Keyword(s):  
Health Care Providers ◽  
Healthy Eating ◽  
School Staff ◽  
Active Living ◽  
Whole Child ◽  
Care Providers ◽  
Whole School ◽  
Education And Health ◽  
School Based ◽  
Geographic Regions

This chapter examines the bidirectional connection between education and health. The complex, bidirectional connection between education and health can foster opportunity, making it a key component of the mantra, “Health starts where we live, learn, work, and play.” Yet access to quality education and the knowledge and foundation it provides are not distributed equitably. Schools located in areas of concentrated poverty often lack resources to fully provide even the basic academic materials and supports needed for an adequate educational experience, let alone the complete range of associated services that can help ensure a child's educational and developmental success. By making the commitments needed to support the whole child, schools, families, health care providers, and communities can help ensure that children across all population groups and geographic regions can succeed. The chapter then looks at the Whole School, Whole Community, Whole Child model, and considers a research program designed to advance the broad implementation of that model, especially in under-resourced environments. It also highlights a school-based initiative to encourage healthy eating and active living and to build resilience and foster wellness for school staff and students.

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