Educator Perspectives: Selected Barriers to Implementation of School-Level Nutrition Policies

Abstract

ObjectiveTo improve understanding about selected barriers to the implementation of 2 school food policies by examining the perceptions of those responsible for implementation. DesignSemistructured qualitative interviews were conducted. SettingPolicies were implemented in an urban district in the northeastern US. ParticipantsParticipants were 67 educators, including principals, assistant principals, school wellness facilitators, teachers, and staff. The majority were female (n = 49; 73.13%) and white (n = 55; 82.09%). InterventionsTwo school nutrition policies: Food as a Reward and In-School Celebrations. Phenomenon of InterestThis study focused on educators’ responses related to barriers to implementation. AnalysisTranscripts were uploaded to NVivo for organization and coding. ResultsThe following themes emerged: student hunger and cultural norms. Conclusions and ImplicationsUnderstanding the challenges of those who are implementing school-level policies is necessary to advancing school nutrition reform effectively. Next steps for practice and research include addressing basic needs such as a sense of belonging and food insecurity, within school-family, adapting policies to meet those needs in schools, and including local educators as equal partners in developing policies to ensure that policies are acceptable and implemented as planned. By involving educators and ensuring that basic needs are met first, educators may feel more motivated to implement classroom policies.