ObjectiveTo examine the role of individual‐level, school student composition, and school built environment on the overweight and obesity in schools, involved in the strategy “nutrition on the go”.MethodsWe built school environment classifications based on food availability representing six groups (milk; dairy products, juices and nectars, pastries and fried foods, oilseeds and pulses). We used averages per school from individual information: socioeconomic index, physical activity, television viewing time, and the ratings of knowledge and self‐efficacy of feeding and physical activity. The classification of school environment was made using Wardˈs cluster method; we choose 3 clusters. A logistic regression model was used to study the association between overweight and obesity with the school environment.ResultsThe 3 school environments are: 1) Class 1: medium consumption and high in the rest. 2) Class 2: average consumption and low the rest; and 3) Class3: low consumption, knowledge and self efficacy of feeding and physical activity, intermediate the rest. The effect of school environment on the probability of overweight and obesity in children is protective when it was in class 2 and 3,and when the children are involved in the intervention group (p=0.01).ConclusionsOur findings suggest that school composition highly influences obesity rates beyond individual‐level factors.

ObjectiveTo assess the impact of a healthy eating and physical activity guide strategy (Nutrición en movimiento) in elementary schools over the teachers self‐efficacy in order to increase the fruits and vegetables consumption.Materials and methodsThe present study was conducted in 60 elementary schools of the Mexican State of Mexico; 30 were included in the intervention group and 30 in the control, a total of 458 teachers were studied, 239 from the intervention group and 219 from the control. Teachers self efficacy to increase the fruits and vegetables consumption was evaluated at the beginning of the study. Healthy feeding and physical activity workshops were conducted. Four months after the intervention another set of questionnaires was applied. A longitudinal panel model (using General Estimating Equations, GEE) was used for evaluating intervention and time effects on auto‐efficacy, corrected by age and sex.ResultsSelf‐efficacy Initial mean score was 79.82 ± 7.07 in the intervention group and 81.53± 6.72 in the control group. There exist a significant effect of intervention and time, with increase of 1.28 (p=0.03)and 1.3 points (p=0.00) in the self efficacy scale.ConclusionStrategy showed its efficacy by increasing the teacher's capability to generate changes focused on increase the consumption of fruits and vegetables.