Food, Health &amp; Choices (FHC): Teacher Engagement Related to Student Reception in Curriculum Intervention, but Not Wellness

Burgermaster, Marissa; Koch, Pamela; Lee, H.; Mull, L.; Contento, Isobel R.; Paul, Rachel

doi:10.1016/j.jneb.2014.04.254

Cited by 1 publication

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“…Aim: To p < .01). 29 Although classroom teachers were not required to administer the FHC curriculum because FHC instructors implemented it, we assumed that a teacher's attitude and participation in FHC when the FHC instructor was present represented their supportiveness of the FHC curricular goals. Delivery.…”

Section: Nourishing Ourselvesmentioning

confidence: 99%

A Mixed‐Methods Comparison of Classroom Context During Food, Health & Choices, a Childhood Obesity Prevention Intervention

Burgermaster

Koroly

Contento

et al. 2017

Journal of School Health

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BACKGROUND Schools are frequent settings for childhood obesity prevention; however, intervention results are mixed. Classroom context may hold important clues to improving these interventions. METHODS We used mixed methods to examine classroom context during a curriculum intervention taught by trained instructors in 5th grade classrooms. We identified classrooms with high and low buy-in using cluster analysis and compared intervention delivery and reception, student energy balance-related behavior, and student perceptions about supports and barriers to energy balance. RESULTS Delivery and reception did not differ between the groups. Between-group differences in unhealthy behaviors were smaller at posttest, due to improvement in low buy-in classes. Although student perceptions of supports and barriers to energy balance were similar across groups, students in high buy-in classes indicated food preferences as a support while students in low buy-in classes indicated food preferences as a barrier. Neighborhood environment emerged as a universal barrier. CONCLUSIONS Trained instructors may improve intervention delivery and reception regardless of classroom context. Social norms could explain high levels of unhealthy behavior in low buy-in classes at baseline; improvement at posttest suggests that the curriculum may have motivated change. All children need more strategies and supportive policies to overcome a challenging food environment.

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Section: Nourishing Ourselvesmentioning

confidence: 99%