Purpose: To evaluate implementation and impact of school nutrition policy (SNP) using a qualitative case study approach. Sample/Setting: participants (n=79) from two elementary schools and one secondary school within one school division in Winnipeg, Manitoba consented to participate. Methods: Perceptions of teachers, parents, administrators, students, custodians, education assistants, and food service operators were explored using observations, interviews and focus groups. Results: Implementation and impact varied between schools. Common barriers include: negative attitudes, inadequate school and community resources and ineffective communication. Major impacts include changes to; food sales and nutrition awareness. Conclusions: Impacts of the SNP have been noted however, barriers need to be addressed to provide schools the best opportunity for success. Each key informants group provided useful insights into implementation and impact of SNP. Implications: This study demonstrates the importance of considering multiple perspectives when evaluating SNP. Results will be useful to policy makers to inform future SNP efforts.

Doctor of Philosophy / Department of Food, Nutrition, Dietetics and Health / Sara Rosenkranz / The overall aim of this dissertation was to better understand the implications of improving the dietary quality (DQ) of school lunches. Chapter 2 includes a cross-sectional content analysis to determine whether there were significant differences in nutrient content and DQ between a best practice school lunch menu (BPM, with maximized DQ, created regardless of feasibility) and a typical school lunch menu (TM, with average DQ, from an actual school district). Results showed large significant differences in several important macro- and micro-nutrients and in DQ, favoring the BPM. These findings suggest the possibility for statistically and clinically significant variation in nutrient content and DQ of school lunches meeting National School Lunch Program (NSLP) nutrition standards. Building on that possibility for variation, and given schools report financial concerns as barriers to providing high DQ lunches, chapter 3 describes a cross-sectional content analysis to determine whether there were significant differences in nutrient content and DQ between middle school lunch menus from 85 Kansas school districts by socioeconomic status (SES) and rurality. The average DQ across all districts was 62.0±4.0 (Healthy Eating Index (HEI) score) out of 100, indicating a need for improvement. There were minimal differences in nutrient content and DQ by SES and rurality, suggesting efforts to improve DQ of Kansas school lunches should be applied equally across all SES and rurality categories. To determine best practices for improving DQ of school lunches, chapter 4 includes a critical review with the aim of developing school lunch best practices based on child DQ recommendations, and implementation techniques encouraging selection and consumption of healthier school lunches. Twenty-five articles were synthesized, creating a list of evidence-based school lunch best practices. Findings provide evidence that if implemented during menu and service planning, these best practices may help to improve school lunch DQ and increase selection and consumption of higher DQ lunches by schoolchildren. With best practices determined, chapter 5 describes a randomized crossover trial that included 36 elementary school-aged participants for the purpose of investigating the acceptability and feasibility of best practice school lunches (BPSL, implementing best practices, HEI score=90–95/100) as compared to typical school lunches (TSL, meeting baseline NSLP nutrition standards, HEI score=70–75/100). Results showed minimal differences in acceptability (taste, plate waste, and hunger) and feasibility (cost, equipment, and skill to prepare meals). However, preparation time requirements for BPSL were significantly longer than for TSL (~four-fold). When BPSL and TSL were offered concurrently, participants selected TSL significantly more frequently than BPSL (TSL=83.3%, BPSL=16.7%). These findings suggest that BPSL may be as acceptable and feasible as TSL, but when served concurrently, schoolchildren will likely choose the TSL. Collectively, results from this dissertation provide evidence that there is a need for improvement in the DQ of school lunches across the state of KS, which is likely to be feasible and acceptable, challenging previously reported barriers. This improvement may be accomplished by implementing best practices for higher DQ school lunches across rurality and SES categories. Collectively, these results could inform key stakeholders in policy- and decision-making.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2015 / One of the major obstacles to children’s growth and development, including performance in the classroom, is malnutrition. The National School Nutrition Programme (NSNP) is an effective yet essential means of addressing the learners’ hunger needs on a daily basis, thereby serving as a tool in boosting learner attendance, academic performance, health and nutrition, and the overall prospects for the children’s future. The present study seeks to examine the challenges experienced by learners benefitting from the National School Nutritional Programme in urban primary schools in Empangeni. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing questionnaires, focus groups and drawings. The sample consisted of learners, educators and the facilitators of the NSNP. The research findings revealed that learners experienced the following challenges: stigma, problems with transport, scheduling of meals, peer pressure and bullying, inadequate resources, the schools’ menu compliance and flexibility, behavioural issues and primary care. The study also proposed a host of possible suggestions and recommendations to improve the nutritional programmes in school for the overall benefit of all learners. Further avenues for research were discussed so that researchers could expand the programme into the future.

No description available.

The Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework was used to evaluate the impact of the Virginia Department of Education's (VDOE) implementation of the USDA's Team Nutrition training program on Virginia elementary schools from 2017-2020. The VDOE provided training for school nutrition directors (SNDs) at workshops in June 2018 and September 2019 and continued technical assistance to help SNDs improve the school food environment within their divisions. SNDs' perceived support, self-efficacy, and intention to implement changes to the school food environment was measured through pre- and post-training surveys and quarterly check-ins. Implementation was measured using lunchroom environment observations and strategic plans created at the workshops. SNDs representing 83.9% of Virginia elementary students (512,953 students) in 111 divisions attended at least one of the workshops. Within effectiveness, perceived support from cafeteria staff was highest among all stakeholders for both the 2018 and 2019 trainings, though it significantly decreased from before to after the training for both workshops. Average perceived support did not significantly change over time. Self-efficacy was significantly higher following the 2018 training workshop only. The intervention was adopted by 84% of divisions and both intention to implement and actual implementation were highest for strategies related to Farm to School, a VDOE priority. Effectiveness and implementation are expected to improve as it takes up to years for changes to occur in schools. Despite RE-AIM not being part of the initial evaluation plan, 62% of indicators were assessed. With some adaptations to improve effectiveness, the intervention should continue and be expanded. / Master of Science / Interventions to improve the dietary habits of children are often conducted in schools, as most children attend school and children consume up to two meals while at school. USDA's Team Nutrition initiative trains school nutrition staff to serve healthy school meals and provides materials to implement nutrition education for students. The Virginia Department of Education implemented the Team Nutrition program statewide through two training workshops for school nutrition directors (SNDs), June 2018 and September 2019, and technical assistance between the trainings. This study examined the process of implementing the intervention, as well as the outcomes. Overall, 84% of Virginia elementary students were represented by SNDs at the training workshops. SNDs were most likely to intend to implement and implement changes in their divisions related to Farm to School programs and least likely change their culinary skills trainings for staff. It can take up to two years after a training for changes to be implemented in schools, therefore it may be too early to know the full effect of the training. The results showed that the intervention was widely adopted, with 84.1% of divisions in Virginia attending at least one of the training workshops. Although participation was high in-person, less SNDs participated in the intervention activities outside of the trainings. Overall, the intervention was successful in reaching many students and had a small positive effect. With some adaptations to improve the effectiveness, the intervention should continue to be implemented and expanded to the rest of the state.

The National School Lunch Program (NSLP) and the School Breakfast Program (SSP) operate daily in the nation's schools providing nutritious meals to children. These federally sponsored programs operate with the goal of providing nutritious meals for children so as to safeguard their health and well-being. Although participation rates in the school nutrition programs vary according to locality it has been shown that as students progressed in grade level and age participation in the school nutrition programs declined. This study identified the attitudes and practices of teenage students toward the school nutrition programs and evaluated if these attitudes had an affect on participation. Teenagers from a Fredericksburg, Virginia school were questioned using a survey format as the research tool. Students believed (77%) that the SBP and the NSLP should continue and they responded that these programs insured that they ate meals. Teenagers receiving free or reduced priced meals showed attitudes more favorable toward the programs while students paying a full price were more inclined to express dissatisfaction. Respondents did not view the school menu as "healthy" (58%). Eating at school provided an opportunity to socialize with friends which was an important aspect of eating at school for these students. Teenagers expressed an avid interest in learning about nutrition (70%) yet, they did not choose food according to nutritional content (70%). Teens found eating breakfast and lunch meals made them feel better physically and helped them concentrate on their school work (55%). / Master of Science

In this thesis, I study the effects of the National School Nutrition Programme (NSNP) on the rural areas of Western Cape, South Africa. More precisely I try to find out how the NSNP has affected the families in this rural area and what attitudes that can be found among the two generations of people living and working on wine farms. The reason for this investigation is that NSNP was set up to increase school attendance among children living in an exposed socioeconomic environment, and I wanted to see how much the NSNP affect people’s daily life, with focus on the ones living on/near wine farms in the more rural areas in Western Cape since these areas holds socioeconomic groups that are exposed in the society.  To answer the research questions, I conducted several interviews with both wine farm workers and pupils living on/near a wine farm. But oral history is more than a method! I wanted to look upon the history from a grassroots perspective with a special focus on the working class, ethnic minorities and women´s part in the history.  My theory is based upon the terms Welfare and Social inequality. These two perspectives describe access to labor market, poverty, education and income support. These aspects highlight different forms of social exclusion which wine farm workers and pupils living on/near wine farm lives in.  With these methods I found out that the NSNP plays a crucial part in the lives of those who lives in the rural areas of Western Cape. Many pupils go to school just because their parents want it due to lack of food at home. The government’s purpose of the NSNP, to increase the school attendance can be seen in the answers giving to me during interviews with wine farm workers.

School-aged children's nutritional needs have changed from a 1946 underweight and undernourished population to rapidly increasing numbers of overweight and obese children with associated health complications. The purpose of this quantitative study was to explore leadership practices of state and system school nutrition professionals. By obtaining information regarding the past and present practices of school nutrition professionals, this researcher strove to provide insight into best practices for future leaders. Electronic mail messages linked to Kouzes and Posner's (1995) self-reporting leadership practices survey were sent to 194 Tennessee school nutrition professionals (53 state directors and 141 system supervisors). The survey had a response rate of 40.7%. Descriptive statistics and content analysis were used to analyze responses from the survey's participants. Findings of the study provided a reflection of current school nutrition professionals' leadership practices and a demographic profile of school nutrition professionals. School nutrition professionals tend to have exemplary leadership skills as measured by the LPI compared to Kouzes-Posner mean scores. Of the nutrition professionals, 68% reported plans to retire in 10 or fewer years. Current school nutrition professionals primarily come from the ranks of existing school instructional personnel. A majority of the school supervisors held associate or bachelor degrees. State directors tended to have degrees at masters or doctorate level. A small number had postsecondary professional training in nutrition and disease. Over half had some type of training in nutrition. The findings of the study resulted in several suggestions for the school nutrition professional of the future including creation of specialized degree programs and internships at the post secondary level to train future candidates for the job as school nutrition professionals. Today's school nutrition professionals' postsecondary curriculum content could be lacking essential nutrition content area and might not be reflective of the current school population's nutritional risks, needs, and best practices of preventions and/or treatments.

Purpose: To access long-term sustainability of Manitoba SBP by examining the beliefs, attitudes and values of the diverse stakeholders involved in ensuring that SBP run. Sample/ Setting: Eighteen participants from the public school system, government departments and private funders in Manitoba. Method: Semi structured interviews to explore the perceptions, attitudes, and experiences of participants. Results: The perceived impact of SBP varied between each group of stakeholders though all shared a common belief that SBPs were beneficial to students. Major barriers identified were related to funding and manpower. Conclusion: All stakeholders support SBP because they understand and value the positive health, educational and social benefits SBP have for students and the wider school community. Long-term sustainability of SBP depends on creating and maintaining a positive policy environment in which SBP are seen as a valuable tool in supporting child nutrition so that funding and resources are allocated appropriately. / October 2015

Doctor of Philosophy / Department of Hospitality Management and Dietetics / Elizabeth B. Barrett / Rebecca A. Gould / Equipment to store foods at proper temperatures is critical to serving safe and nutritious meals in schools yet little is known about the amount or the adequacy of refrigerated storage in school nutrition programs. The purposes of this study were to identify the types and capacity of refrigeration equipment used in schools, determine the perceived adequacy of refrigerated storage capacity to meet new meal pattern requirements, and examine differences in adequacy and capacity. A modified Delphi technique, site observations, pilot study, and electronic survey were used for data collection. School nutrition directors in the USDA/FNS Southwest Region (N=2392) served as the population. Respondents provided an inventory of refrigeration equipment for one of the schools in their district and information about perceived adequacy of refrigerated storage, barriers to purchasing refrigeration equipment, resources used to develop specifications, and practices to compensate for inadequate refrigerated storage in their program. Data analysis included descriptive statistics, independent sample t-tests, regression, and ANOVA. Over a third of directors indicated that refrigerated equipment was inadequate to meet new meal pattern requirements. Directors with more experience rated adequacy higher than directors with less experience. Milk coolers (n=212, 88.3%) and walk-in freezers (n=180, 75.0%) were the types of refrigeration equipment found most often in schools. Walk-in freezers and refrigerators provided over 95% of refrigerated storage space. The mean average cubic feet of refrigerated storage per school was 1423±1152. School enrollment is a significant predictor of refrigerated storage capacity. Refrigerated storage is a concern for school nutrition directors who reported practices to compensate for inadequate storage including maintaining low inventory and decreasing the number of items purchased. School nutrition professionals may use the results of this study to implement practices to compensate for inadequate refrigerated storage. Results cannot be generalized due to the regional nature of the survey and low response rate and possible non-response bias.