Healthy Schoolhouse 2.0 Health Promotion Intervention to Reduce Childhood Obesity in Washington, DC: A Feasibility Study.

Melissa Hawkins,Anastasia Snelling,Sarah Irvine Belson,Lauren Kohls,Robin Mcclave,Sarah Little

doi:10.3390/nu13092935

Abstract

Childhood obesity prevalence trends involve complex societal and environmental factors as well as individual behaviors. The Healthy Schoolhouse 2.0 program seeks to improve nutrition literacy among elementary school students through an equity-focused intervention that supports the health of students, teachers, and the community. This five-year quasi-experimental study follows a baseline–post-test design. Research activities examine the feasibility and effectiveness of a professional development series in the first program year to improve teachers’ self-efficacy and students’ nutrition literacy. Four elementary schools in Washington, DC (two intervention, two comparison) enrolled in the program (N = 1302 students). Demographic and baseline assessments were similar between schools. Teacher participation in professional development sessions was positively correlated with implementing nutrition lessons (r = 0.6, p < 0.001, n = 55). Post-test student nutrition knowledge scores (W = 39985, p < 0.010, n = 659) and knowledge score changes (W = 17064, p < 0.010, n = 448) were higher among students in the intervention schools. Students who received three nutrition lessons had higher post knowledge scores than students who received fewer lessons (H(2) =22.75, p < 0.001, n = 659). Engaging teachers to implement nutrition curricula may support sustainable obesity prevention efforts in the elementary school environment.

Highlights

The increasing prevalence of childhood obesity and overweight in the United States (US) is a significant public health concern, with adverse health and economic consequences across the lifespan [1]
This study examines the feasibility of the professional development (PD) program and impact of implementing nutrition lessons on students’ knowledge and attitudes among participants in their first year of the Healthy
Multilevel between intervention and comparison schools, that the number of nutrition lessons modeling analysis scores demonstrated significant differences between pre and post nutrition implemented is significantly related to higher student knowledge scores, and there is knowledge scores between intervention and comparison schools,attended that theand number a significant correlation between teacher PD sessions numberofofnulessons trition lessons implemented isinsignificantly to students higher who student knowledge scores, implemented classrooms

Summary

Introduction

The increasing prevalence of childhood obesity and overweight in the United States (US) is a significant public health concern, with adverse health and economic consequences across the lifespan [1]. Over the last two decades, the rates of childhood obesity increased from 13.9% to 19.3% nationally, and they disproportionately impacted communities of color and those of lower socioeconomic status [2]. (DC), the childhood obesity rate is among the highest in the nation, affecting 35% of children; in Wards 7 and 8, two of the district’s most underserved regions, the obesity rate is 72% [3]. The causes mediating childhood obesity prevalence involve complex societal and environmental factors, as well as individual behaviors; solutions must engage multiple spheres of influence. Several US federal policies have sought to address the system-wide challenges that contribute to an increase in childhood obesity and overweight within school settings. The National School Lunch Program and Healthy, Hunger-Free Kids Act of 2010

Methods

Discussion

Conclusion