The Influence of Physical and Social Contexts of Eating on Lunch-Time Food Intake Among Southern Ontario, Canada, Middle School Students

Woodruff, Sarah J.; Hanning, Rhona M.; McGoldrick, Kathryn E.

doi:10.1111/j.1746-1561.2010.00523.x

Cited by 43 publications

(53 citation statements)

References 13 publications

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“…These findings align with other Canadian studies reporting low intakes of milk products at school (Woodruff et al 2010) and low frequency of milk consumption during school hours Velazquez et al 2015). Considering that in 2004, more than one-third (37%) of children aged 4-9 years and up to 61% of boys and 83% of girls aged 10-16 years did not meet their recommended daily servings of milk (Garriguet 2006), the school context represents an opportunity to increase intakes of milk products among Canadian children and youth.…”

Section: Discussionsupporting

confidence: 81%

“…In the United Kingdom, 1 study examining dietary contributions of nutrients from lunch among older adolescents reported relatively lower intakes of vitamin C, folate, calcium, and iron compared with the mean caloric contribution (Prynne et al 2013). In Canada, a limited number of studies from regional, context-specific samples have examined in-school dietary intakes suggesting overall poor dietary practices (Woodruff et al 2010;Taylor et al 2012;Ahmadi et al 2015;Neilson et al 2017), but no study has assessed the dietary contributions from foods eaten at school in relation to whole-day intakes or compared nutrient intake patterns between school and non-school hours.…”

Section: Introductionmentioning

confidence: 99%

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Examining school-day dietary intakes among Canadian children

Tugault-Lafleur

Black

Barr

2017

Appl. Physiol. Nutr. Metab.

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Understanding how dietary intakes vary over the course of the school day can help inform targeted school-based interventions, but little is known about the distribution or determinants of school-day dietary intakes in Canada. This study examined differences between school-hour and non-school-hour dietary intakes and assessed demographic and socioeconomic correlates of school-hour diet quality among Canadian children. Nationally representative data from the Canadian Community Health Survey were analyzed using 24-h dietary recalls falling on school days in 2004 (n = 4827). Differences in nutrient and food-group densities during and outside of school hours and differences in School Heathy Eating Index (School-HEI) scores across sociodemographic characteristics were examined using survey-weighted, linear regression models. Children reported consuming, on average, 746 kcal during school hours (one-third of their daily energy intakes). Vitamins A, D, B 12 , calcium, and dairy products densities were at least 20% lower during school hours compared with non-school hours. Differences in School-HEI scores were poorly explained by sociodemographic factors, although age and province of residence emerged as significant correlates. The school context provides an important opportunity to promote healthy eating, particularly among adolescents who have the poorest school-hour dietary practices. The nutritional profile of foods consumed at school could be potentially improved with increased intake of dairy products, thereby increasing intakes of protein, vitamin A, vitamin D, calcium, and magnesium.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Examining school-day dietary intakes among Canadian children

Tugault-Lafleur

Black

Barr

2017

Appl. Physiol. Nutr. Metab.

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“…These include skipping meals and breakfast, the characteristics of the individual child, the interaction between individuals, and the physical environment [28], and, unsurprisingly, the availability of high-caloric, easily consumed foods [29]. Interestingly, if easily available, these can actually increase intake when children eat individually [30]. These are some of the topics which need to addressed in future studies.…”

Section: Discussionmentioning

confidence: 99%

Children eat their school lunch too quickly: an exploratory study of the effect on food intake

et al. 2012

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BackgroundSpeed of eating, an important aspect of eating behaviour, has recently been related to loss of control of food intake and obesity. Very little time is allocated for lunch at school and thus children may consume food more quickly and food intake may therefore be affected. Study 1 measured the time spent eating lunch in a large group of students eating together for school meals. Study 2 measured the speed of eating and the amount of food eaten in individual school children during normal school lunches and then examined the effect of experimentally increasing or decreasing the speed of eating on total food intake.MethodsThe time spent eating lunch was measured with a stop watch in 100 children in secondary school. A more detailed study of eating behaviour was then undertaken in 30 secondary school children (18 girls). The amount of food eaten at lunch was recorded by a hidden scale when the children ate amongst their peers and by a scale connected to a computer when they ate individually. When eating individually, feedback on how quickly to eat was visible on the computer screen. The speed of eating could therefore be increased or decreased experimentally using this visual feedback and the total amount of food eaten measured.ResultsIn general, the children spent very little time eating their lunch. The 100 children in Study 1 spent on average (SD) just 7 (0.8) minutes eating lunch. The girls in Study 2 consumed their lunch in 5.6 (1.2) minutes and the boys ate theirs in only 6.8 (1.3) minutes. Eating with peers markedly distorted the amount of food eaten for lunch; only two girls and one boy maintained their food intake at the level observed when the children ate individually without external influences (258 (38) g in girls and 289 (73) g in boys). Nine girls ate on average 33% less food and seven girls ate 23% more food whilst the remaining boys ate 26% more food. The average speed of eating during school lunches amongst groups increased to 183 (53)% in the girls and to 166 (47)% in the boys compared to the speed of eating in the unrestricted condition. These apparent changes in food intake during school lunches could be replicated by experimentally increasing the speed of eating when the children were eating individually.ConclusionsIf insufficient time is allocated for consuming school lunches, compensatory increased speed of eating puts children at risk of losing control over food intake and in many cases over-eating. Public health initiatives to increase the time available for school meals might prove a relatively easy way to reduce excess food intake at school and enable children to eat more healthily.

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“…[1][2][3] A majority of children in westernized countries consume approximately one third of their daily caloric intake at school, some of which derives from foods and beverages purchased from school vending machines. 4,5 The stocking of energy-dense, nutrient-poor foods within vending machines may lead to increased consumption of such foods and defer consumption of nutrient-rich fruits and vegetables. [6][7][8][9] Schools are highly influential on the development of health behaviours, including healthy eating, which may continue into adulthood.…”

mentioning

confidence: 99%

Beverages and snacks available in vending machines from a subset of Ontario secondary schools: Do offerings align with provincial nutrition standards?

Orava

Manske

Hanning

2016

Can J Public Health

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OBJECTIVES: As part of an evaluation of Ontario's School Food and Beverage Policy (P/PM 150) in a populous Ontario region, this research aimed to: 1) identify, describe and categorize beverages and snacks available for purchase in secondary school vending machines according to P/PM 150 standards; and 2) compare the number and percentage of beverages and snacks within P/PM 150 categories (Sell Most, Sell Less, Not Permitted) from Time I (2012Time I ( /2013 to Time II (2014). METHODS:Representatives from consenting secondary schools assisted researchers in completing a Food Environmental Scan checklist in Times I and II. Sourced nutritional content information (calories, fats, sodium, sugars, ingredients and % daily values) was used to categorize products. The number and percentage of products in P/PM 150 categories were compared between Times by paired t-tests. RESULTS:Of 26 secondary schools participating in total, 19 participated in both Time periods and were included in the study. There were 75 beverages identified (59 Time I, 45 Time II), mostly water, juices and milk-based beverages; and 132 types of snacks (87 Time I, 103 Time II), mostly grain-based snacks, vegetable/fruit chips, and baked goods. A majority of schools offered one or more Not Permitted beverages (47% Time I, 58% Time II) or snacks (74% Time I, 53% Time II). Significantly more schools met P/PM 150 standards for snacks (p = 0.02) but not beverages in Time II.CONCLUSION: Full P/PM 150 compliance was achieved by few schools, indicating that schools, school boards, public health, and food services need to continue to collaborate to ensure nutrient-poor products are not sold to students in school settings.KEY WORDS: Food dispensers; automatic; nutrition policy; schools; public health La traduction du résumé se trouve à la fin de l'article.

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The Influence of Physical and Social Contexts of Eating on Lunch-Time Food Intake Among Southern Ontario, Canada, Middle School Students

Cited by 43 publications

References 13 publications

Examining school-day dietary intakes among Canadian children

Examining school-day dietary intakes among Canadian children

Children eat their school lunch too quickly: an exploratory study of the effect on food intake

Beverages and snacks available in vending machines from a subset of Ontario secondary schools: Do offerings align with provincial nutrition standards?

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