Moving Forward with School Nutrition Policies: A Case Study of Policy Adherence in Nova Scotia

2015 ◽  
Vol 76 (4) ◽  
pp. 172-177 ◽  
Author(s):  
Jessie-Lee D. McIsaac ◽  
Cindy L. Shearer ◽  
Paul J. Veugelers ◽  
Sara F.L. Kirk
Keyword(s):  
Nova Scotia ◽  
Social Norms ◽  
School Nutrition ◽  
Food Environments ◽  
Policy Action ◽  
School Food ◽  
Policy Makers ◽  
Nutrition Policies ◽  
Nutritional Status Of Children

Many Canadian school jurisdictions have developed nutrition policies to promote health and improve the nutritional status of children, but research is needed to clarify adherence, guide practice-related decisions, and move policy action forward. The purpose of this research was to evaluate policy adherence with a review of online lunch menus of elementary schools in Nova Scotia (NS) while also providing transferable evidence for other jurisdictions. School menus in NS were scanned and a list of commonly offered items were categorized, according to minimum, moderate, or maximum nutrition categories in the NS policy. The results of the menu review showed variability in policy adherence that depended on food preparation practices by schools. Although further research is needed to clarify preparation practices, the previously reported challenges of healthy food preparations (e.g., cost, social norms) suggest that many schools in NS are likely not able to use these healthy preparations, signifying potential noncompliance to the policy. Leadership and partnerships are needed among researchers, policy makers, and nutrition practitioners to address the complexity of issues related to food marketing and social norms that influence school food environments to inspire a culture where healthy and nutritious food is available and accessible to children.

scholarly journals Identifying opportunities to strengthen school food environments in the Pacific: a case study in Samoa

2020 ◽  
Author(s):  
Erica Reeve ◽  
Anne-Marie Thow ◽  
Colin Bell ◽  
Christina Soti-Ulberg ◽  
Gary Sacks
Keyword(s):  
Policy Implementation ◽  
Food Policy ◽  
Policy Science ◽  
School Nutrition ◽  
Food Environments ◽  
Structured Interviews ◽  
School Food ◽  
Food Policies ◽  
School Food Policy

Abstract Background: Despite global recommendations to prioritise policies that create healthy environments within education institutions, the implementation of effective healthy school food policies has proved challenging for many countries. This study examined the experience of Samoa in introducing a stronger policy to improve the healthiness of school food environments. Our aim was to identify opportunities to strengthen healthy school food policy implementation in Samoa and other comparable contexts. Methods: We used a qualitative case study approach, underpinned by policy science theory. We conducted in-depth semi-structured interviews with 30 informants, coupled with analysis of relevant documents, to generate a detailed understanding of the relevant policy implementation processes in Samoa, and the perspectives and capacities of key implementation actors. Data collection and analysis were guided by the Health Policy Analysis Triangle supplemented by other policy theories relevant to policy process. Results: Samoa’s school food policy operationalizes international ‘best practice’ recommendations. We found health policymakers and leaders in Samoa to be strongly committed to improving school food environments. Despite this, there continued to be challenges in ensuring compliance with the school nutrition standards. Key issues that negatively impacted on the policy’s effectiveness were the lack of priority given to school food by stakeholders outside of health, the high prevalence of unhealthy food in the areas immediately surrounding schools, and the high degree of agency exercised by actors in and around the school. We noted several opportunities for policies to be effectively implemented and sustained. Respondents identified community level leaders as potentially pivotal stakeholders, particularly in a context where school governance draws heavily on community representation.Conclusions: Despite previous commitment to the issue, political and community leaders need to be re-engaged to identify the institutional and operational changes required to improve the implementation of healthy school food policies. Strong incentives for compliance and effective enforcement mechanisms are likely to be crucial to success.

Moving from Policy to Practice: A Report of School Nutrition Policy Adherence in Nova Scotia

2018 ◽  
Vol 79 (4) ◽  
pp. 196-199
Author(s):  
Jessie-Lee D. McIsaac ◽  
Julia C.H. Kontak ◽  
Sara F.L. Kirk
Keyword(s):  
Public Schools ◽  
Nova Scotia ◽  
Online Survey ◽  
Nutrition Policy ◽  
School Nutrition ◽  
Short Report ◽  
School Food ◽  
Nutrition Policies ◽  
Food And Nutrition ◽  
Food Programs

Purpose: School food and nutrition policies have the potential to encourage healthier eating among children and youth to address rising concerns of poor diet quality. Despite their widespread implementation, there is little reported monitoring of policy adherence. This short report describes adherence to the provincial school food and nutrition policy in Nova Scotia (NS) that was implemented in 2006. Methods: An online survey was distributed to NS public schools in 2014–2015 to assess adherence to the directives and guidelines of the policy. Descriptive information was obtained for schools and indicators for policy adherence were explored. Results: A total of 242 schools completed the survey (73% response rate) and policy adherence was variable across the different components. Few schools adhered to the policy standard related to the sale of unhealthy foods and there was inconsistency in school adherence reported for other policy indicators. Conclusions: This research suggests that further action is need to ensure “minimum nutrition” food and beverages are not available in schools and that healthy eating is reinforced through prioritizing key policy actions like pricing strategies, discontinuing fundraising with unhealthy food, and ensuring food programs are available in a nonstigmatizing manner.

scholarly journals The Association between Perceived Adequacy and Capacity for School Food Policy Implementation with Food Availability and Policy Adherence in Nova Scotia, Canada

2019 ◽  
Vol 16 (11) ◽  
pp. 1974 ◽  
Author(s):  
Jessie-Lee D. McIsaac ◽  
Tarra L. Penney ◽  
Louise Mâsse ◽  
Sara F.L. Kirk
Keyword(s):  
Nova Scotia ◽  
Policy Implementation ◽  
Food Availability ◽  
Online Survey ◽  
Food Policy ◽  
School Nutrition ◽  
School Food ◽  
Nutrition Policies ◽  
Food And Nutrition ◽  
Quick Service

Supporting the implementation of school food and nutrition policies is an international priority to encourage healthier eating among children and youth. Schools are an important intervention setting to promote childhood nutrition, and many jurisdictions have adopted policies, guidelines, and programs to modify the school nutrition environment and promote healthier eating. The purpose of this study was to explore the association between perceived adequacy of facilities or equipment and capacity of staff to support policy implementation with food availability and policy adherence in the province of Nova Scotia (NS), Canada, one of the first regions in Canada to launch a comprehensive school food and nutrition policy (SFNP). A cross-sectional online survey was conducted in 2014–2015 to provide a current-state assessment of policy implementation and adherence. Adequacy and capacity for food policy implementation was used to assess policy adherence through the availability of prohibited ‘minimum’ nutrition foods. An exploratory factor analysis was conducted on a selection of available foods, and ‘slow’- and ‘quick’-service food composition measures were dichotomized for food availability. Schools with above-average perceived adequacy and capacity for policy implementation had greater odds (OR = 3.62, CI = 1.56, 8.40) of adhering to a lunch policy, while schools that adhered to a snack and lunch policy had lower odds (OR = 0.48, CI = 0.23, 1.01 and OR = 0.18, CI = 0.08, 0.41) of serving quick-service foods. This study identified the need for appropriate adequacy of facilities or equipment and capacity of staff for policy implementation to ensure policy adherence and improve the school food environment. These findings highlight the relationship between school food and nutrition policies, suggesting that better supporting their implementation could increase the likelihood of their success.

scholarly journals Identifying opportunities to strengthen school food environments in the Pacific: a case study in Samoa

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Erica Reeve ◽  
Anne-Marie Thow ◽  
Colin Bell ◽  
Christina Soti-Ulberg ◽  
Gary Sacks
Keyword(s):  
Policy Implementation ◽  
Food Policy ◽  
Policy Science ◽  
School Nutrition ◽  
Food Environments ◽  
Structured Interviews ◽  
School Food ◽  
Food Policies ◽  
School Food Policy

Abstract Background Despite global recommendations to prioritise policies that create healthy food environments within education institutions, the implementation of effective healthy school food policies has proved challenging for many countries. This study examined the experience of Samoa subsequent to the 2012 introduction of a stronger policy to improve the healthiness of school food environments. Our aim was to identify opportunities to strengthen healthy school food policy implementation in Samoa and other comparable contexts. Methods We used a qualitative case study approach, underpinned by policy science theory. In 2018, we conducted in-depth semi-structured interviews with 30 informants, coupled with analysis of relevant documents, to generate a detailed understanding of the relevant policy implementation processes in Samoa, and the perspectives and capacities of key implementation actors. Data collection and analysis were guided by the Health Policy Analysis Triangle, supplemented by other policy theories relevant to policy process. Results Samoa’s school food policy operationalizes international ‘best practice’ recommendations. We found health policymakers and leaders in Samoa to be strongly committed to improving school food environments. Despite this, there continued to be challenges in ensuring compliance with the school nutrition standards. Key issues that negatively impacted the policy’s effectiveness were the lack of priority given to school food by stakeholders outside of health, the high prevalence of unhealthy food in the areas immediately surrounding schools, vendor knowledge and capacity, and the high degree of agency exercised by actors in and around the school. We noted several opportunities for policies to be effectively implemented and sustained. Respondents identified community-level leaders as potentially pivotal stakeholders, particularly where school governance arrangements draw heavily on community representation. Conclusions Sustained and effective implementation of healthy school food policies requires continued engagement from political and community leaders, beyond initial commitment. There is potential to capitalize on political will for diet-related NCD prevention by more clearly demonstrating the institutional and operational requirements for effective and sustained implementation. Strong incentives for compliance and effective enforcement mechanisms are also likely to be crucial to success.

scholarly journals ‘Obesogenic’ School Food Environments? An Urban Case Study in The Netherlands

2018 ◽  
Vol 15 (4) ◽  
pp. 619 ◽  
Author(s):  
Joris Timmermans ◽  
Coosje Dijkstra ◽  
Carlijn Kamphuis ◽  
Marlijn Huitink ◽  
Egbert van der Zee ◽  
...  
Keyword(s):  
The Netherlands ◽  
Food Environments ◽  
School Food

scholarly journals Are closed campus policies associated with adolescent eating behaviours?

2021 ◽  
Vol 41 (3) ◽  
pp. 73-84
Author(s):  
Karen A. Patte ◽  
Adam G. Cole ◽  
Wei Qian ◽  
Megan Magier ◽  
Michelle Vine ◽  
...  
Keyword(s):  
Fast Food ◽  
Health Behaviours ◽  
School Nutrition ◽  
School Administrator ◽  
School Level ◽  
Food Environments ◽  
Eating Behaviours ◽  
School Food ◽  
Vending Machines ◽  
Sweetened Beverages

Introduction The effectiveness of school nutrition regulations may be undermined by food environments surrounding schools. Given challenges in regulating external retail, some have recommended policies that ensure students are unable to leave school property during the day (closed campus policies; CCP). We aimed to examine whether CCP are associated with student eating behaviours. Methods We used student and school-administrator survey data from the 60 610 Grades 9 to 12 students and 134 Canadian secondary schools that participated in Year 7 (2018/19) of the COMPASS study. Multiple ordinal regression models tested school CCP as a predictor of weekday dietary behaviours (0–5 days), controlling for student-level (grade, sex, spending money, ethnicity) and school-level (urbanicity, province, area median household income, vending machines) covariates. Results CCP were reported by 16 schools. Students who attended CCP schools reported eating lunch purchased from fast food outlets or other restaurants and drinking sugar-sweetened beverages (SSBs; soft drinks and sports drinks; sweetened coffee or tea drinks) on fewer weekdays, but consumed snacks from school vending machines on more weekdays, relative to students at open campus schools. No significant differences were observed in student reports of eating home-packed or school cafeteria lunches or snacks purchased off-campus. Conclusion CCP may help improve adolescent diets by reducing SSB and lunchtime fast food consumption on weekdays; however, students already purchasing food may shift from off-campus to within-school options, highlighting the importance of ensuring healthy school food environments and encouraging students to bring home-prepared lunches. Future studies using experimental longitudinal designs are needed to determine the effect of CCP on various health behaviours and outcomes.

School Gardens: Cultivating Food Security in Nova Scotia Public Schools?

2016 ◽  
Vol 77 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Liesel Carlsson ◽  
Patricia L. Williams ◽  
Jessica S. Hayes-Conroy ◽  
Daphne Lordly ◽  
Edith Callaghan
Keyword(s):  
Food Security ◽  
Public Schools ◽  
Nova Scotia ◽  
Single Case ◽  
School Gardens ◽  
Community Food Security ◽  
School Food ◽  
Building Community ◽  
Board Level

Purpose: A small but growing body of peer-reviewed research suggests that school gardens can play a role in building community food security (CFS); however, to date little research exploring the role of school gardens in supporting CFS is available. This paper begins to address this gap in the literature. Methods: A qualitative, exploratory, single-case study design was used. The focus of this case study was the school food garden at an elementary school in the River Valley, Nova Scotia, school community. Results: Results provide useful information about potential CFS effects of school gardens in addition to the environmental effects on school gardens important to their effectiveness as CFS tools. Findings suggest children gained food-related knowledge, skills, and values that support long-term CFS. A local social and political landscape at the community, provincial, and school board level were key to strengthening this garden’s contributions to CFS. Conclusions: We support Dietitians of Canada’s nomination of school gardens as an indicator of CFS with theoretical and practical evidence, underscore the importance of a supportive environment, and need for further research in this area. Health professionals and community organizations provide critical support, helping to weave gardens into a greater movement towards building CFS.

Linked models and theories: a tool for school nutrition policies deployment

2019 ◽  
Vol 121 (4) ◽  
pp. 975-990
Author(s):  
Sima Hamadeh ◽  
Marie Marquis
Keyword(s):  
Conceptual Framework ◽  
Theoretical Perspective ◽  
Target Population ◽  
School Nutrition ◽  
Policy Makers ◽  
Content Type ◽  
Individual Interviews ◽  
Nutrition Policies ◽  
Key Stakeholders ◽  
Snp Development

Purpose The purpose of this paper is to explore the pertinence of using an integrated conceptual framework based on several theories and models to guide interviews with adults and youth as a prelude to school nutrition policy (SNP) deployment. Design/methodology/approach Appropriate socio-behavioral and communication theories and models within a social marketing approach were used to build the integrated conceptual framework of this study. The target population consists of 115 multidisciplinary key stakeholders in Lebanon. Directed and semi-structured individual interviews and focus groups were conducted by using questionnaires associated with the variables of the framework. Collected data have been submitted to a thematic qualitative analysis. Findings Combining theories and models increases the potential for understanding the broader determinants of SNP deployment. It is important to choose a holistic theoretical perspective: to study key stakeholders’ perceptions of the facilitators and barriers of SNP development and implementation, to emphasize the active participation of communities and to guide the work of policy and decision makers. Practical implications This research offers perspectives on determinants factors envisaged in the deployment of SNP that help key stakeholders in their promotion and communication practices. Social implications For public policy makers, this research suggests a need to address communities perceptions’ of an eventual SNP deployment. Originality/value The comprehensive integrated conceptual framework proposed in this study amalgamates several variables involved in the process of health promotion under various categories to facilitate SNP deployment.

Factors Influencing the Implementation of Nutrition Policies in Schools: A Scoping Review

2018 ◽  
Vol 46 (2) ◽  
pp. 224-250 ◽  
Author(s):  
Jessie-Lee D. McIsaac ◽  
Rebecca Spencer ◽  
Kaleigh Chiasson ◽  
Julia Kontak ◽  
Sara F. L. Kirk
Keyword(s):  
Policy Implementation ◽  
Scoping Review ◽  
Relevant Literature ◽  
Local System ◽  
School Nutrition ◽  
Policy Action ◽  
Childhood Nutrition ◽  
Nutrition Policies ◽  
Common Purpose ◽  
Healthy Food Access

Background. Although school nutrition policies (SNPs) have been highlighted as an important intervention to support childhood nutrition, their implementation and maintenance within real-word settings is complex. There is a need to understand the factors that influence implementation by consolidating existing research and identifying commonalities and differences. Aims. The purpose of this review is to determine what is known about the influence of broad and local system factors on the implementation of SNPs internationally. Method. This scoping review involved identifying and selecting relevant literature that related SNP implementation in primary and secondary schools. Following the search process, 2,368 articles were screened and 59 articles were synthesized and charted and emerging themes were identified. Results. Across the final studies identified, factors emerged as barriers and facilitators to the implementation of SNPs, with system implications that related to five areas to support policy action: providing macro-level support may encourage policy implementation; addressing the financial implications of healthy food access; aligning nutrition and core school priorities; developing a common purpose and responsibility among stakeholders; recognition of school and community characteristics. Discussion. While SNPs can help to support childhood nutrition, strategies to address issues related to policy implementation need to be taken to help schools overcome persistent challenges. Conclusion. The results of this review provide opportunities for action across multiple system levels to ensure synergy and coordinated action toward SNP goals to foster the creation supportive nutrition environments for children.

scholarly journals Identifying opportunities to strengthen school food environments in the Pacific: a case study in Samoa

2019 ◽  
Author(s):  
Erica Reeve ◽  
Anne-Marie Thow ◽  
Colin Bell ◽  
Christina Soti-Ulberg
Keyword(s):  
Policy Implementation ◽  
Best Practice ◽  
Food Policy ◽  
Policy Science ◽  
Food Environments ◽  
Political Commitment ◽  
Structured Interviews ◽  
School Food ◽  
School Food Policy

Abstract Background Despite global recommendations to prioritise policies that create healthy environments within education institutions, the implementation of effective healthy school food policies has proved challenging for many countries. This study examined the experience of Samoa in introducing a stronger policy to improve the healthiness of school food environments. Our aim was to identify opportunities to strengthen school food policy implementation in Samoa and other comparable contexts.Methods We used a qualitative case study approach, underpinned by policy science theory. We conducted in-depth semi-structured interviews with 30 informants, coupled with analysis of relevant documents, to generate a detailed understanding of the relevant policy implementation processes in Samoa, and the perspectives and capacities of key implementation actors. Data collection and analysis were guided by the Health Policy Analysis Triangle supplemented by other policy theories relevant to policy process.Results Samoa’s school food policy operationalizes international ‘best practice’ recommendations for school food policy, and provides insights into the outcomes resulting from high level political commitment. We found health policymakers and leaders in Samoa to be strongly committed to improving school food environments. Despite this, compliance to the school food policy had continued to face challenges. Key issues that negatively impacted on the policy’s effectiveness were the broader food environment in which schools were surrounded by unhealthy options, the lack of priority by stakeholders outside of health, and the high degree of agency exercised by actors in and around the school. We noted several opportunities for policies to be effectively implemented and sustained. Respondents identified community level leaders as potentially pivotal stakeholders, particularly in a context where school governance draws heavily on community representation.Conclusions The re-engagement of political and community leaders to identify the institutional and operational changes required, including a fully-enforceable accountability mechanism, may be needed to improve and embed effectiveness.

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