scholarly journals Education or Provision? A Comparison of Two School-Based Fruit and Vegetable Nutrition Education Programs in the Netherlands

Nutrients ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 3280
Author(s):  
Angeliek Verdonschot ◽  
Emely de Vet ◽  
Jolien van Rossum ◽  
Anouk Mesch ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Nutrition Education ◽  
School Children ◽  
Fruits And Vegetables ◽  
Nutrition Knowledge ◽  
Child Growth ◽  
Primary School Children ◽  
Education Programs ◽  
Post Intervention ◽  
School Based ◽  
Food Policies

A healthy diet is important for optimal child growth and development. School-based opportunities to encourage children to achieve healthy eating behaviors should be explored. Nutrition education programs can provide school children with classroom-based nutrition education and access to fruits and vegetables (FV). However, the effectiveness of specific program components implemented separately has not yet been comprehensively evaluated. The current study examined effectiveness of individual components of two programs targeting primary school children (n = 1460, n = 37 schools) aged 7–12 years. Nutrition knowledge and FV consumption were measured using a student questionnaire, and presence of school food policies was measured in the teachers’ questionnaire. A quasi-experimental design with three arms compared: (1) schools that implemented both programs: FV provision + education (n = 15), (2) schools that implemented the FV provision program only (n = 12), (3) schools that did not implement either program (n = 10). Outcomes were assessed pre-intervention (T0), during the intervention (T1), and 6 months post-intervention (T2). Results indicated a significant increase in nutrition knowledge for children attending schools that had participated in both programs, compared to control schools (p < 0.01), but no significant increase in FV intake. In schools without food policies, FV provision alone contributed to an increase in child FV intake (p < 0.05).

scholarly journals Evaluation of a computer-based nutrition education tool

2004 ◽  
Vol 7 (2) ◽  
pp. 271-277 ◽  
Author(s):  
Katrin Kreisel
Keyword(s):  
Student Teachers ◽  
Nutrition Education ◽  
Repeated Measures ◽  
Nutrition Knowledge ◽  
Primary School Children ◽  
Teaching Tool ◽  
School Based ◽  
Computer Based ◽  
Dependent Samples

AbstractObjective:To evaluate the efficacy and feasibility of using a computer-based teaching tool (http://www.coolfoodplanet.org) for nutrition and lifestyle education developed for primary school children.Design:This was a 2-week school-based intervention in third and fourth grades. The study design was multi-factorial with repeated measures of nutrition knowledge, at three points in time, of dependent samples from control and intervention groups. Control schools (n=7) used ‘traditional’ nutrition education materials and intervention schools (n=8) additionally used the computer-based educational tool. Qualitative information was collected in focus group discussions with student teachers and pupils, and by observing the nutrition lessons.Setting/subjects:Pupils aged 8–11 years (n=271) from participating schools in Vienna, Austria.Results:Nutrition knowledge increased significantly in both intervention and control schools, irrespective of the teaching tool used (P<0.001). The significant effect was maintained at 3 months' follow-up. There was no detectable difference in nutrition knowledge post intervention or at follow-up between the two study groups. In intervention schools, younger pupils (8–9 years) had better nutrition knowledge than older pupils (10–11 years) (P=0.011).Conclusion:This computer-based tool increases the possibilities of school-based nutrition education. If the tool's weaknesses identified during the formative evaluation are eliminated, it has the potential to make learning about nutrition more enjoyable, exciting and effective. This is of great importance considering that ‘healthy’ nutrition is not necessarily a topic that easily attracts pupils' attention and in view of the potential long-term health benefits of early and effective nutrition education.

scholarly journals Effect of a School-based Nutrition Education Program on the Nutritional Status of Primary School Children

2016 ◽  
Vol 3 (1) ◽  
pp. 27-34 ◽  
Author(s):  
Parisa Keshani ◽  
Seyed Mohammad Mousavi ◽  
Zahra Mirzaei ◽  
Zeinab Hematdar ◽  
Najmeh Maayeshi ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Primary School ◽  
Nutrition Education ◽  
School Children ◽  
Education Program ◽  
Primary School Children ◽  
School Based ◽  
Nutrition Education Program

scholarly journals Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1712
Author(s):  
Choon Huey Teo ◽  
Yit Siew Chin ◽  
Poh Ying Lim ◽  
Shahril Azian Haji Masrom ◽  
Zalilah Mohd Shariff
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Nutrition Education ◽  
Cognitive Performance ◽  
School Children ◽  
Intervention Group ◽  
Primary School Children ◽  
Post Intervention ◽  
School Canteen

In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.

scholarly journals Caregivers’ Role in the Effectiveness of Two Dutch School-Based Nutrition Education Programmes for Children Aged 7–12 Years Old

Nutrients ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 140
Author(s):  
Angeliek Verdonschot ◽  
Emely de Vet ◽  
Natalie van Seeters ◽  
Jolieke Warmer ◽  
Clare E. Collins ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Home Environment ◽  
Healthy Eating ◽  
Nutrition Knowledge ◽  
Primary School Children ◽  
Eating Behaviours ◽  
School Based ◽  
Programme Effectiveness ◽  
At Home

Childhood eating behaviours can track into adulthood. Therefore, programmes that support early healthy eating, including school-based nutrition education programmes, are important. Although school-based programmes may be beneficial in improving nutrition knowledge, impact on actual fruit and vegetable (FV) intake is generally limited as FV intake is also influenced by the home environment. The current study includes secondary analyses of data from an evaluation study on Dutch nutrition education and examined the role of caregivers’ health promotion behaviours (HPB) in influencing healthy eating behaviours in primary school children (n = 1460, aged 7–12 years) and whether caregivers’ HPB contribute to programme effectiveness. Children’s nutrition knowledge, FV intake and caregivers’ HPB (FV/sugar-sweetened beverages/sweets provision to take to school, cooking together and talking about healthy food at home) were measured by child-reported questionnaires at baseline, during, and 6 months post-programme. Results indicated that caregivers’ HPB was positively associated with children’s healthy eating behaviours and that programme effectiveness was highest in those in the lower HPB subcategory. In conclusion, children with less encouragement to eat healthily at home potentially benefit more from school-based nutrition education programmes than children receiving more encouragement. This highlights the important role of the home environment in supporting healthy eating behaviour in children.

scholarly journals Unique In-school Garden and Nutrition Intervention Improves Vegetable Preference and Food Literacy in Two Independently Conducted Evaluations (P16-040-19)

2019 ◽  
Vol 3 (Supplement_1) ◽  
Author(s):  
Megan Mitchell ◽  
Natalie Goldsworthy ◽  
Ashley Roth ◽  
Cristina Gonzalez-Avram
Keyword(s):  
Nutrition Education ◽  
Parental Support ◽  
Fruits And Vegetables ◽  
Survey Methodology ◽  
Vegetable Consumption ◽  
Nutrition Intervention ◽  
School Garden ◽  
Post Intervention ◽  
Food Literacy ◽  
School Based

Abstract Objectives In 2016, Big Green (BG), a youth wellness and school garden organization, and Common Threads (CT), a health and wellness nutrition education organization, co-created Garden Bites (GB), a garden-based nutrition and health curriculum for PreK-8th students. GB is a fifteen lesson, school-based program featuring nutrition education, hands-on snack preparation, and outdoor garden activities. In 2018, CT evaluated GB independently from BG who supplemented the program with additional gardening activities (EGI). The purpose of the evaluation was to assess Big Green and Common Threads’ shared organizational impact areas: increasing knowledge and preference for fruits and vegetables and food literacy (nutritional skills and knowledge). Methods For GB only intervention, 81 students were evaluated pre-post intervention using survey methodology. For the GB plus EGI, a total of 820 students across four urban school districts took pre- and post-treatment surveys during the course of one semester. Results GB alone was found to significantly improve (all P < .05) vegetable preference, vegetable exposure, and fruit and vegetable consumption. When GB was complemented with EGI, it was found to significantly improve (all P < .05) vegetable likability and preferences, healthy eating expectations, and perceived access to healthy food and parental support at home. Conclusions GB was found to show promising, repeated results as a school-based intervention to improve student nutrition knowledge and food literacy, which are both important precursors to improved health behaviors. Results from this evaluation will be used to improve Garden Bites and EGI as well as inform school garden programming more widely. Funding Sources Both organizations are 501(c)(3) non-profits funded by grants.

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