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Although research on the dietary patterns of school-aged children in the UK and NI is rather extensive, certain gaps are yet to be addressed. One of the major limitations to the recent research on the matter is the lack of longitudinal studies regarding the outcomes of school-based projects that persist in participants’ adulthood (Øvrebø et al., 2019). Therefore, it is essential to conduct a series of longitudinal studies that will evaluate the effectiveness of school-based interventions and trace the changes in people’s dietary preferences (if any). Socioeconomic issues have proved to be influential in terms of the development of dietary habits in children. It has been found that children’s engagement in food cooking and food-related decision-making leads to students’ (and their families’) adherence to a healthier diet (Ensaff et al., 2015; Scherr et al., 2017). However, the results are often short-lived, so it is necessary to enhance the existing interventions with the educational component. Children should be trained to make wise food choices and should be aware of the ways to access affordable and healthy foods.
The cultural aspect of the issue has a considerable influence on children’s intake, and existing interventions fail to address it effectively (Fernández-Alvira et al., 2015). It is important to identify the cultural peculiarities of diverse groups residing in the country in order to introduce the corresponding school food policies. Demographic data will be instrumental in identifying the prevailing groups and the foods that should be available in school canteens and school-based interventions. It is also essential to investigate the reasons behind children’s food choices as the intake of healthy foods (fruit, vegetables, fiber, red meat, and oily fish) has not undergone significant changes during the past nine years. The interventions aimed at decreasing unhealthy food eating have proved to be more effective as these items’ intake has decreased. Hence, the insights into the factors affecting children’s attitudes towards the consumption of healthy foods in the school environment can help to develop effective school-based programs.
Reference List
Staff, H, Canavan, C, Crawford, R & Barker, M 2015, ‘A qualitative study of a food intervention in a primary school: pupils as agents of change,’ Appetite, vol. 95, pp.455-465.
Fernández-Alvira, J, Börnhorst, C, Bammann, K, Gwozdz, W, Krogh, V, Hebestreit, A, Barba, G, Reisch, L, Eiben, G, Iglesia, I, Veidebaum, T, Kourides, Y, Kovacs, E, Huybrechts, I, Pigeot, I & Moreno, L 2015, ‘Prospective associations between socioeconomic status and dietary patterns in European children: the Identification and Prevention of Dietary- and Lifestyle-induced Health Effects in Children and Infants (IDEFICS) study,’ British Journal of Nutrition, vol. 113, no. 3, pp.517-525.
Øvrebø, B, Stea, TH, te Velde, SJ, Bjelland, M, Klepp, KI & Bere, E 2019, ‘A comprehensive multicomponent school-based educational intervention did not affect fruit and vegetable intake at the 14-year follow-up’, Preventive Medicine, vol. 121, pp.79-85.
Scherr, RE, Linnell, JD, Dharma, M, Beccarelli, LM, Bergman, JJ, Briggs, M, Brian, KM, Feenstra, G, Hillhouse, JC, Keen, CC, Ontai, LL, Schaefer, SE, Smith, MH, Spezzano, T, Steinberg, FM, Sutter, C, Young, HM & Zidenberg-Cherry, S 2017, ‘A multicomponent, school-based intervention, the shaping healthy choices program, improve nutrition-related outcomes’, Journal of Nutrition Education and Behavior, vol. 49, no. 5, pp.368-379.
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