A Three-Year Develop-Pilot-Revise Process Produces Effective and Enjoyable Behavior-based Nutrition Lessons (Grades 6-12)

Abstract

ObjectiveIdentify behavior change and best practices resulting from short, behavior-based healthy eating lessons in low-income middle and high schools.Target AudienceLow-income Michigan middle and high school students.Theory, Prior Research, RationaleResearch indicates that behavior-based lessons are more effective than knowledge-based lessons to improve eating behaviors. These lessons were developed to fill the gap for effective nutrition education materials that are well received by teachers in the middle school and high school setting.DescriptionTen lessons were developed, piloted and revised over a three-year period. Students in 55 classrooms at 14 schools participated in an intervention that used one-page lesson guides, healthy food tastings and posters to engage students in examining current food choices, identifying ways to improve, and practicing behaviors.EvaluationA comprehensive evaluation involved students (n=488, grades 5-12), teachers and nutrition educators to determine if positive behavior change resulted. Findings revealed that change in behaviors improved sequentially throughout the year; there was greater behavior change for students that participated for two years; intake of soda decreased; students eating no fruit or vegetables decreased and the number eating them at least once per day increased. High school students started and ended with higher scores but middle school students experienced greater change, and classes without the food tastings had the least behavior change.Conclusions and ImplicationsFollowing a three-year development, piloting and revising process, a set of short, behavior-based lessons about healthy eating were produced for use in low-income middle and high schools. The positive results establish an evidence base for these Linking Lessons as an effective nutrition education intervention.FundingSupplemental Nutrition Assistance Program - EducationAdditional FundingMichigan Fitness Foundation ObjectiveIdentify behavior change and best practices resulting from short, behavior-based healthy eating lessons in low-income middle and high schools. Identify behavior change and best practices resulting from short, behavior-based healthy eating lessons in low-income middle and high schools. Target AudienceLow-income Michigan middle and high school students. Low-income Michigan middle and high school students. Theory, Prior Research, RationaleResearch indicates that behavior-based lessons are more effective than knowledge-based lessons to improve eating behaviors. These lessons were developed to fill the gap for effective nutrition education materials that are well received by teachers in the middle school and high school setting. Research indicates that behavior-based lessons are more effective than knowledge-based lessons to improve eating behaviors. These lessons were developed to fill the gap for effective nutrition education materials that are well received by teachers in the middle school and high school setting. DescriptionTen lessons were developed, piloted and revised over a three-year period. Students in 55 classrooms at 14 schools participated in an intervention that used one-page lesson guides, healthy food tastings and posters to engage students in examining current food choices, identifying ways to improve, and practicing behaviors. Ten lessons were developed, piloted and revised over a three-year period. Students in 55 classrooms at 14 schools participated in an intervention that used one-page lesson guides, healthy food tastings and posters to engage students in examining current food choices, identifying ways to improve, and practicing behaviors. EvaluationA comprehensive evaluation involved students (n=488, grades 5-12), teachers and nutrition educators to determine if positive behavior change resulted. Findings revealed that change in behaviors improved sequentially throughout the year; there was greater behavior change for students that participated for two years; intake of soda decreased; students eating no fruit or vegetables decreased and the number eating them at least once per day increased. High school students started and ended with higher scores but middle school students experienced greater change, and classes without the food tastings had the least behavior change. A comprehensive evaluation involved students (n=488, grades 5-12), teachers and nutrition educators to determine if positive behavior change resulted. Findings revealed that change in behaviors improved sequentially throughout the year; there was greater behavior change for students that participated for two years; intake of soda decreased; students eating no fruit or vegetables decreased and the number eating them at least once per day increased. High school students started and ended with higher scores but middle school students experienced greater change, and classes without the food tastings had the least behavior change. Conclusions and ImplicationsFollowing a three-year development, piloting and revising process, a set of short, behavior-based lessons about healthy eating were produced for use in low-income middle and high schools. The positive results establish an evidence base for these Linking Lessons as an effective nutrition education intervention. Following a three-year development, piloting and revising process, a set of short, behavior-based lessons about healthy eating were produced for use in low-income middle and high schools. The positive results establish an evidence base for these Linking Lessons as an effective nutrition education intervention.