Nutrition Education for School-Age Children

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Discovering Common Themes

Education and nutrition are closely connected areas in the lives of school-age children. Even though it is not officially recognized by policymakers, school nutrition largely affects students’ health outcomes. The above assumption may be regarded as the first common theme covered by the recent scholarly literature from different angles. Ahmed, Oshiro, Loharuka, and Novotny (2011) emphasize such impacts of school nutrition as overweight and obesity caused by sedentary lifestyles and “disequilibrium in energy intake” (p. 11). The study conducted by the above authors outlines the fact that obesity in the US is more characteristic of ethnic minorities. Consistent with Ahmed et al. (2011), Pantea-Stoian, Chilianu, Stefanca, Elian, and Serafinceanu (2015) state that obesity is distributed unequally among populations. In other words, several sources stress the importance of the problem and pinpoint the fact that different ethnicities and genders should be taken into account while discussing the identified issue.

One more essential theme outlined in the literature is the implementation of physical activity in schools to prevent and decrease overweight and obesity in children. In the recent article, Stephens, Black, Chapman, Velazquez, and Rojas (2016) reveal the low interest of students in doing physical exercises, which shows the need for elaborating on strategies of engagement. Likewise, the mentioned study, the one by DeVries (2016), detects the potential impact of Kick and Cook-a-Palooza introduced as a means to increase students’ awareness of their weight. In their turn, Ahmed et al. (2011) provide another evaluation of another opportunity – school-based gardening and its perception by educators. While the study discovers such perceived benefits as nutrition and health education, social skills promotion, as well as increased physical activity, the research proves the effectiveness of school-gardening.

The focus on assessing the existing programs implemented to combat child overweight and obesity in schools may be regarded as the third common theme. As can be observed from the literature review, several studies make an attempt to align school nutrition, children’s outcomes, and the role of programs. Barnes, Skelton-Wilson, Cooper, Merlo, and Lee (2017) analyze the State Public Health Actions to Prevent and Control Diabetes, Heart Disease, Obesity, and Associated Risk Factors and Promote School Health (State Public Health Actions) program and find its early outcomes rather positive. In particular, several school nutrition practices and wellness policy requirements were improved based on a sample of 29 million US students. The advantageous impact of the 2010 Hunger-Fee Kids Act is pinpointed by Vaudrin, Lloyd, Yedidia, Todd, and Ohri-Vachaspati (2018), who assess school nutrition participation from 2008 to 2015. Several studies identify the need to consider the implementation of further adjustments to the existing policies and the adoption of new ones. At this point, the paramount goal is to address the problem of child obesity in school settings as part of the national initiative.

Contrasting Findings and Results

Although the literature presents various common themes with regards to school nutrition and its impact on children, some inconsistencies also exist. If the findings by Ahmed et al. (2011) outline the fact that policies in school nutrition are poor and irrelevant, then Barnes et al. (2017) state that they have a positive influence on children’s’ health. At the same time, it is essential to mention that both of the above studies were conducted in the US. Therefore, one may assume that there is an urgent need for exploring the impact of policies and acts that were already introduced as well as their further re-consideration.

Contrasting the literature review results, one may distinguish one more inconsistency that is associated with the possible interventions suggested by the articles. The research by DeVries (2016) assumes that the creation of an interprofessional team composed of teachers, dieticians, community agencies, and health professionals is required to address obesity in children. On the contrary, the majority of the studies indicate only the collaboration between parents and school educators as a way to increase awareness of the problem. Accordingly, it becomes evident that the research body should be enriched with new studies, thus promoting the selection of the best option.

Identifying Gaps

Reviewing the literature, one may note that there is insufficient data regarding the perceptions of students and educators of school nutrition and health. Most importantly, little is known about how to increase their awareness of the importance of proper nutrition and its impact on weight. Even though some studies outline the need to introduce educational sessions that would explain the role of school nutrition to children, it is still vague and incomprehensive about how they should be conducted. Physical activity and dieting issues in schools need to be elaborated and clarified in further research.

In addition, little attention is paid to school nutrition in developing countries compared to developed ones. The study by Mustafa (2015) specifies the problem of malnutrition in Pakistani schools that disturbs not only children’s health but also their intelligence levels. The above study shows the other side of the problem, yet the outcomes remain adverse and need to be eliminated by means of relevant policies and local initiatives. The gap also exists in potential interventions that may be applied to prevent negative impacts of school nutrition on children. Although school-gardening, volleyball playing, and other activities were mentioned, it is still necessary to come up with evidence-based solutions.

Summarizing the Literature as it Relates to School Nutrition and Its Impact on Children

The recent literature provides an extensive review of school nutrition and its impact on school-age children. The authors of the reviewed articles agree with the fact that overweight and obesity in children becomes one of the most important problems, which requires the implementation of interventions, policies, and collaborative work of specialists. The cooperation of parents with educators and health professionals is also noted among the ways to enhance children’s health outcomes. School-gardening, physically-active plays in schools, and dieting may be noted as the most common suggested options to reduce obesity rates. At the same time, research articles highlight such issues as the role of acts and policies introduced to change the system of school nutrition. One may, for instance, mention the overall positive impact of the 2010 Healthy US, Hunger-Free Kids Act, or State Public Health Actions on school nutrition.

The common themes that were found are the recognized connection between school nutrition and child obesity in developed countries and malnutrition in developing ones, a lack of physical activity as the key reason caused the problem, and the evaluation of national strategies. However, gaps in the literature related to the given topic direct future researches, including the necessity to explore perceptions of children and educators along with engagement methods that would make physical activity exciting and attractive for children. In this regard, it seems important to research possible approaches, theories, interventions, and so on, thus contributing to the theory and practice of school nutrition considered in combination with public health.

References

Ahmed, A. T., Oshiro, C. E., Loharuka, S., & Novotny, R. (2011). Perceptions of middle school educators in Hawai‘i about school-based gardening and child health. Hawaii Medical Journal, 70(7), 11-15.

Barnes, S. P., Skelton-Wilson, S., Cooper, A., Merlo, C., & Lee, S. (2017). Early outcomes of state public health actions’ school nutrition strategies. Preventing Chronic Disease, 14(128), 1-7.

DeVries, D. (2016). Developing a physical activity and nutrition after-school program with youth at risk. Therapeutic Recreation Journal, 50(4), 304-326.

Mustafa, Z. (2015). Effects of nutrition on educational standards of school children of a developing country. Journal of the Pakistan Medical Association, 65(6), 585-586.

Pantea-Stoian, A., Chilianu, S., Stefanca, F., Elian, V., & Serafinceanu, C. (2015). The impact of nutrition, sedentary behaviour and lifestyle on school-age children. Romanian Journal of Diabetes Nutrition and Metabolic Diseases, 22(3), 241-249.

Stephens, T. A., Black, J. L., Chapman, G. E., Velazquez, C. E., & Rojas, A. (2016). Participation in school food and nutrition activities among grade 6-8 students in Vancouver. Canadian Journal of Dietetic Practice and Research, 77(3), 148-153.

Vaudrin, N., Lloyd, K., Yedidia, M. J., Todd, M., & Ohri-Vachaspati, P. (2018). Impact of the 2010 US Healthy, Hunger-Free Kids Act on school breakfast and lunch participation rates between 2008 and 2015. American Journal of Public Health, 108(1), 84-86.

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Nutrition Education for School-Age Children

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