Healthy Schoolhouse 2.0 Health Promotion Intervention to Reduce Childhood Obesity in Washington, DC: A Feasibility Study

Abstract

Childhood obesity prevalence trends involve complex societal and environmental factors as well as individual behaviors. The Healthy Schoolhouse 2.0 program seeks to improve nutrition literacy among elementary school students through an equity-focused intervention that supports the health of students, teachers, and the community. This five-year quasi-experimental study follows a baseline–post-test design. Research activities examine the feasibility and effectiveness of a professional development series in the first program year to improve teachers’ self-efficacy and students’ nutrition literacy. Four elementary schools in Washington, DC (two intervention, two comparison) enrolled in the program (N = 1302 students). Demographic and baseline assessments were similar between schools. Teacher participation in professional development sessions was positively correlated with implementing nutrition lessons (r = 0.6, p < 0.001, n = 55). Post-test student nutrition knowledge scores (W = 39985, p < 0.010, n = 659) and knowledge score changes (W = 17064, p < 0.010, n = 448) were higher among students in the intervention schools. Students who received three nutrition lessons had higher post knowledge scores than students who received fewer lessons (H(2) =22.75, p < 0.001, n = 659). Engaging teachers to implement nutrition curricula may support sustainable obesity prevention efforts in the elementary school environment.

Health Behaviors of Austrian Secondary School Teachers and Principals at a Glance: First Results of the From Science 2 School Study Focusing on Sports Linked to Mixed, Vegetarian, and Vegan Diets

“…Furthermore, they are considered important in triggering pupil behavioral change towards better well-being [ 32 ]. A study investigating the effect of a program of teacher professionalism and literacy in nutrition on pupil nutritional habits and choices confirms a strong association between them, as pupils whose teachers participated in the intervention significantly increased their knowledge about healthy diets [ 33 ].…”

The ‘Tasty School’ model is feasible for food education in primary schools

“…The feasibility of the Tasty School model was high among the teachers. The model was developed in collaboration with teachers, which has likely increased engagement and feasibility 25,26 . A further reason for its high feasibility may be that the teachers were able to implement the model according to the needs of their class or school 27 .…”

“…The model was developed in collaboration with teachers, which has likely increased engagement and feasibility. 25 , 26 A further reason for its high feasibility may be that the teachers were able to implement the model according to the needs of their class or school. 27 According to self‐determination theory, 12 the model emphasised teacher autonomy and applicability to different kinds of schools and teachers.…”

The Role of Teachers in Addressing Childhood Obesity: A School-Based Approach

“…Healthy Schoolhouse 2.0 aligns with the Whole School, Whole Community, Whole Child (WSCC) [ 31 ] model for introducing healthy behaviors during childhood [ 17 ] and the established correlation that healthy students are better learners [ 32 , 33 ]. The study design and student nutrition literacy instrument validation have been described previously [ 34 , 35 ]. Approval for this study was granted by the University’s Institutional Review Board in July 2017.…”