Teacher Experience, Personal Health, and Dieting Status Is Associated With Classroom Health‐Related Practices and Modeling*

Abstract

BACKGROUND Evidence suggests that schools play an important role in student health; however, little is known about variability in teachers' use of food‐related classroom practices. In this study, we examined associations between teacher demographic and individual factors and their food‐related practices and modeling in the classroom. METHODS We had 239 teachers in the United States complete an online survey about their demographics (years of teaching experience, socioeconomic status of the school), personal health status, height and weight, and nutrition knowledge. Teachers also reported on the unhealthy food‐related practices they use in their classroom (eg, candy as a reward) and modeling (ie, engaging in unhealthy and healthy eating practices in front of students). RESULTS Hierarchical linear regressions were computed for each outcome separately. After controlling for socioeconomic status, fewer years of teaching experience and lower perception of personal health were associated with the use of unhealthy practices in the classroom. Teachers who were dieting were more likely to endorse healthy modeling. CONCLUSIONS Teacher demographic and individual factors are associated with food‐related classroom behavior. These findings have implications for interventions to promote the health of teachers and their students.

A cross-sectional study of Australian teachers’ health: are work-related factors associated with lifestyle behaviours?

“…Teachers’ health-related behaviours are important because they lead to positive health outcomes for teachers themselves and because teachers model health behaviours to their students ( Bevelander et al ., 2013 ; Findholt et al, 2016 ; Hamilton et al , 2021 ). Teachers’ own health behaviours may influence their confidence in delivering health education programs in schools ( Kennedy et al ., 2019 ; Herlitz et al ., 2020 ).…”

Addressing schoolteacher food and nutrition-related health and wellbeing: a scoping review of the food and nutrition constructs used across current research

“…Teachers’ health and wellbeing, including food and nutrition (FN) practices are influenced by professional workload and school environment [ 1 ], while they in turn have an influence on the students within their care as role models [ 2 ], health promoters [ 3 , 4 ], gate keepers [ 5 ], and FN educators [ 6 ]. While high rates of teacher work-related stress and burnout have been identified as contributors to teacher turnover, highlighting the impact of teacher wellbeing on performance of work-related tasks, the influence of FN practices on teacher wellbeing has not been explored [ 1 , 7 – 9 ].…”

Impact of a Teacher Intervention to Encourage Students to Eat School Lunch

“…Youth whose parents eat [ 9 , 10 , 12 ] or encourage [ 12 ] a healthy diet are more likely to consume healthy foods. Students have also reported that social support from their friends, family, and teachers [ 13 ], as well as role-modeling behaviors of adults, enhances their likelihood of eating healthy foods [ 11 ]. It is not clear, however, if these adult influences apply in the school lunch context, and particularly, if teachers can positively influence youth participation in the NSLP.…”