Comprehensive Nutrition Interventions in First Nation-Operated Schools in Canada

Abstract Background Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings. Results Thirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

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School-based nutrition interventions for Indigenous children in Canada: A scoping review

10.21203/rs.2.10938/v3 ◽

2019 ◽

Author(s):

Christina Gillies ◽

Rosanne Blanchet ◽

Rebecca Gokiert ◽

Anna Farmer ◽

Jessica Thorlakson ◽

...

Keyword(s):

Scoping Review ◽

Physical Environment ◽

Teaching And Learning ◽

Eating Behaviors ◽

Comprehensive School ◽

Nutrition Interventions ◽

School Based ◽

Obesity And Diabetes ◽

Indigenous Children ◽

Social And Physical Environment

Abstract Background Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings. Results Thirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

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School-based nutrition interventions for Indigenous children in Canada: A scoping review

10.21203/rs.2.10938/v2 ◽

2019 ◽

Author(s):

Christina Gillies ◽

Rosanne Blanchet ◽

Rebecca Gokiert ◽

Anna Farmer ◽

Jessica Thorlakson ◽

...

Keyword(s):

Scoping Review ◽

Physical Environment ◽

Teaching And Learning ◽

Eating Behaviors ◽

Comprehensive School ◽

Nutrition Interventions ◽

School Based ◽

Obesity And Diabetes ◽

Indigenous Children ◽

Social And Physical Environment

Abstract Background Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings. Results Thirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

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School-based nutrition interventions for Indigenous children in Canada: A scoping review

10.21203/rs.2.10938/v1 ◽

2019 ◽

Author(s):

Christina Gillies ◽

Rosanne Blanchet ◽

Rebecca Gokiert ◽

Anna Farmer ◽

Jessica Thorlakson ◽

...

Keyword(s):

Scoping Review ◽

Physical Environment ◽

Teaching And Learning ◽

Eating Behaviors ◽

Comprehensive School ◽

Nutrition Interventions ◽

School Based ◽

Obesity And Diabetes ◽

Indigenous Children ◽

Social And Physical Environment

Abstract Background Indigenous children in Canada (First Nations, Inuit, and Métis) are disproportionally affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components. Methods The scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of comprehensive school health (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Thematic analysis provided a description of interventions. Results Sixty-five sources of evidence, representing 34 unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities. Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component. Conclusions The review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally-relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

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Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model

Health Education Journal ◽

10.1177/0017896916645936 ◽

2016 ◽

Vol 75 (8) ◽

pp. 986-997 ◽

Cited By ~ 5

Author(s):

Lauren Sulz ◽

Sandra Gibbons ◽

Patti-Jean Naylor ◽

Joan Wharf Higgins

Keyword(s):

High School Students ◽

School Health ◽

Comprehensive School ◽

Eating Behaviours ◽

School Students ◽

Comprehensive School Health ◽

School Based ◽

Teachers And Students ◽

Engaged Teachers ◽

Health Model

Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.

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Michigan Model For Comprehensive School Health Education--Grade Four

PsycEXTRA Dataset ◽

10.1037/e332942004-001 ◽

2013 ◽

Author(s):

Keyword(s):

Health Education ◽

School Health ◽

Comprehensive School ◽

Comprehensive School Health ◽

School Health Education

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Administrasi Layanan Khusus

10.31227/osf.io/c45d8 ◽

2020 ◽

Author(s):

Haisya Hamini

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

School Health ◽

Service Management ◽

Educational Goals ◽

Guidance And Counseling ◽

School Based ◽

Special Services ◽

School Cafeterias

This article describes the administration of special services. The teaching and learning process requires the support of facilities that are not directly used in the classroom. Facilities that do not directly include school libraries, school cooperatives, school health businesses and school cafeterias. Management of special services in schools is effective and efficient School Based Management (SBM). School is one of the facilities that can be used to improve the quality of Indonesia's population. Schools not only have responsibilities and duties to carry out the learning process in developing science and technology, but must maintain and improve students' physical and spiritual health.Special service management in schools is basically defined and organized to facilitate or facilitate learning, and can meet the special needs of students at school. Special services are provided in schools with a view to facilitating the implementation of teaching in the context of achieving educational goals in schools. Special services include guidance and counseling, libraries, laboratories, school health efforts (uks), canteens, school cooperatives, and transportation.

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