Mary McKenna

BMI Measurement in Schools

BACKGROUND AND OBJECTIVE: School-based BMI measurement has attracted attention across the nation as a potential approach to address obesity among youth. However, little is known about its impact or effectiveness in changing obesity rates or related physical activity and dietary behaviors that influence obesity. This article describes current BMI-measurement programs and practices, research, and expert recommendations and provides guidance on implementing such an approach. METHODS: An extensive search for scientific articles, position statements, and current state legislation related to BMI-measurement programs was conducted. A literature and policy review was written and presented to a panel of experts. This panel, comprising experts in public health, education, school counseling, school medical care, and parenting, reviewed and provided expertise on this article. RESULTS: School-based BMI-measurement programs are conducted for surveillance or screening purposes. Thirteen states are implementing school-based BMI-measurement programs as required by legislation. Few studies exist that assess the utility of these programs in preventing increases in obesity or the effects these programs may have on weight-related knowledge, attitudes, and behaviors of youth and their families. Typically, expert organizations support school-based BMI surveillance; however, controversy exists over screening. BMI screening does not currently meet all of the American Academy of Pediatrics’ criteria for determining whether screening for specific health conditions should be implemented in schools. CONCLUSION: Schools initiating BMI-measurement programs should adhere to safeguards to minimize potential harms and maximize benefits, establish a safe and supportive environment for students of all body sizes, and implement science-based strategies to promote physical activity and healthy eating.

Weight Management and Fruit and Vegetable Intake Among US High School Students

BACKGROUND Consumption of fruits and vegetables is often recommended to promote healthy weight. The purpose of this study was to examine associations between fruit and vegetable intake and common weight management behaviors among US high school students who were trying to lose or stay the same weight. METHODS Data from the 1999, 2001, and 2003 national high school Youth Risk Behavior Surveys were combined and the analyses stratified by gender (females, N = 16,709; males, N = 10,521). We considered 3 common weight management strategies--being physically active (ie, moderate activity for 30 minutes on 5 or more days per week or vigorous activity for 20 minutes on 3 or more days per week), eating a reduced calorie or fat diet, and limiting TV viewing. Sufficient fruit and vegetable intake was defined as eating 5 or more servings per day. Odds ratios (ORs) were calculated using logistic regression. RESULTS Only 21.3% of females and 24.7% of males ate sufficient fruits and vegetables. Being physically active was associated with sufficient fruit and vegetable intake. Eating a reduced calorie or fat diet and limiting TV viewing (among males) were associated with sufficient fruit and vegetable intake only among physically active students. The odds of sufficient fruit and vegetable intake were greatest among female (OR = 3.01) and male (OR = 2.91) students who combined all 3 strategies (31.5% of females, 21.6% of males). CONCLUSIONS Interventions that promote fruit and vegetable intake within the context of healthy weight management may be more effective if they combine nutrition and physical activity strategies. Further research is needed to test this approach.

Implementing school nutrition policy: student and parent perspectives.

Purpose: We explored parent and student perceptions of barriers and facilitating factors influencing the implementation of school nutrition policies (SNPs). Specifically, we focused on the changes made to the school food environment and the acceptance of those changes. Methods: This paper is a report on the first phase of the qualitative component of a larger five-year evaluation of nutrition policies in Prince Edward Island elementary schools (grades 1 to 6) and consolidated schools (grades 1 to 8). Focus groups were conducted with 41 students from four schools, and indepth interviews were conducted with 12 parents. Interviews were transcribed and coded; analysis was informed by interpretive description. Results: Four themes were identified as barriers to effective implementation: inadequate communication with parents and students about the policy and menu changes, limited school resources and volunteers, role/responsibility conflict concerning the feeding of children, and student food preferences. The m...Purpose: We explored parent and student perceptions of barriers and facilitating factors influencing the implementation of school nutrition policies (SNPs). Specifically, we focused on the changes made to the school food environment and the acceptance of those changes. Methods: This paper is a report on the first phase of the qualitative component of a larger five-year evaluation of nutrition policies in Prince Edward Island elementary schools (grades 1 to 6) and consolidated schools (grades 1 to 8). Focus groups were conducted with 41 students from four schools, and indepth interviews were conducted with 12 parents. Interviews were transcribed and coded; analysis was informed by interpretive description. Results: Four themes were identified as barriers to effective implementation: inadequate communication with parents and students about the policy and menu changes, limited school resources and volunteers, role/responsibility conflict concerning the feeding of children, and student food preferences. The m...PURPOSE We explored parent and student perceptions of barriers and facilitating factors influencing the implementation of school nutrition policies (SNPs). Specifically, we focused on the changes made to the school food environment and the acceptance of those changes. METHODS This paper is a report on the first phase of the qualitative component of a larger five-year evaluation of nutrition policies in Prince Edward Island elementary schools (grades 1 to 6) and consolidated schools (grades 1 to 8). Focus groups were conducted with 41 students from four schools, and in-depth interviews were conducted with 12 parents. Interviews were transcribed and coded; analysis was informed by interpretive description. RESULTS Four themes were identified as barriers to effective implementation: inadequate communication with parents and students about the policy and menu changes, limited school resources and volunteers, role/responsibility conflict concerning the feeding of children, and student food preferences. The main facilitating factor was parental and student support for healthy eating at school. CONCLUSIONS Study results add to the limited body of knowledge about stakeholder perceptions during early implementation of Canadian SNPs. Dietitians can foster communication, engagement, and education of stakeholders, which will increase the likelihood that students and their families will accept SNPs.

Co‐operation between families and schools: ‘What Works’ in Canada

Abstract Current parent‐school co‐operation initiatives across Canada were reviewed, classified, and discussed using Epsteins ‘six types of involvement’ as an organizing framework. Data for the study were obtained through interviews with representatives from each of the ten provincial Departments of Education, and through an analysis of government documents, pamphlets, and educational literature. The analysis examined the level, type, and direction of parental involvement in the elementary and secondary schools of each province. The study suggests that all provincial governments view increasing parental involvement as one of the most important means for improving school performance. In most provinces, legislation has been passed that requires schools to have parent school councils. These councils are rapidly being established in provinces which previously had no formal groups. In most cases their roles are strictly advisory and it is premature to assess their level of influence; however, their potential ...

School Food and Nutrition Policies as Tools for Learning

Why did my school stop selling chocolate chip cookies the size of my head? Why does not my school sell pop anymore? Why does all the pizza come with a whole-wheat crust? Why is there so much local food at school now? If students studied school food and nutrition policies (SFNPs), they could answer these questions. Teaching about policy in schools takes it from the hidden curriculum—part of the unspoken academic, social, and cultural messages communicated to students (Hidden Curriculum In: Abbott S (ed) The glossary of education reform, 2014)—and makes it explicit. It takes students from being passive recipients of policy to active participants throughout the policy process—from identifying the need for policy change to developing, adopting, implementing, and evaluating it.