Poverty-Related Factors Associated with Obesity Prevention Policies in Utah Secondary Schools

Nanney, Marilyn S.; Bohner, Claudia; Friedrichs, Michael

doi:10.1016/j.jada.2008.04.019

Cited by 30 publications

(37 citation statements)

References 16 publications

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“…Unlike previous studies, 24,25 the current study found, on average, no policy differences by FRPL eligibility or minority enrollment. In our sample of schools, it was difficult to separate the influence of race/ethnicity, socioeconomic status, and location in shaping policy environments, given that few Minnesota town or rural schools have a high minority enrollment, and few schools with high FRPL eligibility have low minority enrollment.…”

Section: Resultscontrasting

confidence: 94%

“…At least two other (cross-sectional) studies of secondary schools – one in Utah and one in a multistate sample of secondary schools – found that rural schools trailed behind city schools in a number of policies and practices to promote healthy eating. 24,25 Rural schools may be particularly understaffed, overwhelmed by academic achievement tests, or lack wellness coordinators to implement policy. 14 Although these challenges may not be unique to rural schools, they may contribute to the lack of prioritizing initiatives aimed at improving nutrition.…”

Section: Resultsmentioning

confidence: 99%

“…The study used a large sample of schools to examine the current state of policies in Minnesota. Unlike previous studies, 24,25 the current study captured multiple years and documented changes over time. The nutritional policies examined included those recommended for schools by the Institute of Medicine 32 and policies that promote Healthy People 2020 goals.…”

Section: Resultsmentioning

confidence: 99%

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Disparities Persist in Nutrition Policies and Practices in Minnesota Secondary Schools

Caspi¹,

Davey²,

Nelson³

et al. 2015

Journal of the Academy of Nutrition and Dietetics

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Access to healthy foods among secondary school students is patterned by individual-level socioeconomic status, but few studies have examined how school nutrition policies and practices are patterned by school-level characteristics. The objective of this study was to examine school nutrition policies and practices by school characteristics (location, racial/ethnic composition and free/reduced priced lunch eligibility [FRPL]) in Minnesota secondary schools between 2008 and 2012. Data from the 2008 to 2012 Minnesota School Health Profiles survey were used to assess school nutrition policies and practices, and National Center for Educational Statistics (NCES) data were used for school characteristics (n = 505 secondary schools). Nutrition policies and practices included: 1) the availability of low-nutrient, energy dense (LNED) items, 2) strategies to engage students in healthy eating, and 3) restrictions on advertisements of LNED products in areas around the school. Among school-level characteristics, school location was most strongly related to school nutrition policies. Across all years, city schools were less likely than town/rural schools to have vending machines/school stores [prevalence difference (PD)=13.7, 95% confidence interval (CI) -25.0,-2.3], and less likely to sell sports drinks (PD= -36.3, 95% CI: -51.8, -20.7). City schools were also more likely to prohibit advertisements for LNED products in school buildings (PD=17.7, 95% CI: 5.5, 29.9) and on school grounds (PD=15.6, 95% CI: 1.7, 29.5). Between 2008 and 2012 the prevalence of some healthy eating policies/practices (limiting salty snacks, offering taste testing, banning unhealthy food advertisements in school publications) declined in city schools only, where these policies/practices had previously been more common. Monitoring of these trends is needed to understand the impact of these policies on student outcomes across school settings.

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Section: Resultscontrasting

confidence: 94%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Disparities Persist in Nutrition Policies and Practices in Minnesota Secondary Schools

Caspi¹,

Davey²,

Nelson³

et al. 2015

Journal of the Academy of Nutrition and Dietetics

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“…Conversely, other studies have shown that school-based overweight/obesity prevention programs have not altered school nutrition and physical activity (25, 134, 143–145), specifically if applied in rural areas with lower SES (145). A comprehensive review article associates these negative findings, at least in part, with the lack of assessment of eating disorders and other psychiatric disorders in most of these studies, and with inadequacy of the measurements used to assess change in overall well-being, functioning, and other relevant psychological variables (146).…”

Section: Intervention Programsmentioning

confidence: 95%

Psychosocial Perspectives and the Issue of Prevention in Childhood Obesity

Stein

Weinberger-Litman

Latzer

2014

Front. Public Health

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A dramatic increase in childhood overweight/obesity has been recognized globally over the past 50 years. This observed increase may reflect genetic, as well as psychological, environmental, and socio-cultural influences. In the first part of this review, we present an updated summary of the psychosocial factors associated with this change and discuss possible ways in which they operate. Among these factors, lower socio economic status (in both industrialized and non-industrialized countries), being female, belonging to a minority group, and being exposed to adverse life events may all be associated with a greater risk of childhood overweight/obesity. These influences may be mediated via a variety of mechanisms, in particular above-average food intake of low nutritional quality and reduction in physical activity. Other important psychosocial mediators include the influence of the family and peer environment, and exposure to the media. In the second part of the review, we discuss the potential of psychosocial prevention programs to intervene in the processes involved in the rise of childhood overweight/obesity. Two points are emphasized. First, prevention programs should be multidisciplinary, combining the knowledge of experts from different professions, and taking into consideration the important role of the family environment and relevant influential social organizations, particularly school. Second, effective change is unlikely to occur without large-scale programs carried out on a public policy level.

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“…Often, limited household budgets force parents and caregivers to choose less healthy, more energy-dense foods, thereby perpetuating the likelihood for weight gain and other weight-related problems (Inglis, Ball, & Crawford, 2005). In addition, Nanney, Bohner, and Friedrichs (2008) reported that the majority of schools that offered free or reduced-price lunches were more likely to offer unhealthy food and snack options to students than schools that did not offer such options. Clearly, all of these factors combine to worsen the rising problem of obesity in children and adolescents.…”

Section: Discussionmentioning

confidence: 99%