Teacher Characteristics Influence Implementation of a Multi‐Component, School‐Based Nutrition Intervention in Fourth‐Grade Classrooms

Abstract

School‐based nutrition interventions are a promising approach to improve children's diets and prevent obesity. Few studies have investigated whether outcomes of these interventions are influenced by teacher characteristics or quality of implementation. This study examines whether teacher characteristics and implementation influenced the effectiveness of a multi‐component nutrition education program to improve dietary behaviors. Schools implemented a multi‐component nutrition education intervention during 2013–2014. Teachers (n=8) facilitated nutrition education using an experiential, garden‐enhanced nutrition curriculum among students in their classrooms (n=173) in two schools. Teacher characteristics of teaching experience, self‐efficacy in teaching nutrition, and knowledge about nutrition were collected at baseline. Implementation factors of fidelity and completion were evaluated using self‐reports and qualitative observations. Student outcomes included body mass index (BMI) percentile‐for‐age, nutrition knowledge, critical thinking skills, and identification of vegetables and were measured pre/post. Relationships were analyzed using multivariate mixed model regression with classroom as a random effect. Pre/post changes were analyzed using t‐tests. Students improved BMI percentile‐for‐age (−1.99 ±7.95), and increased nutrition knowledge (2.28±3.40), critical thinking skills (1.98±3.28), and the ability to identify vegetables (0.87±1.09). Teachers’ characteristics of teaching experience, experience teaching nutrition, attendance in college nutrition course, self‐efficacy, and nutrition knowledge were significantly related to fidelity and completeness of program implementation. This study demonstrated implementation of SHCP by teachers can positively influence student outcomes, though program implementation depends upon teacher characteristics. It may be critical to identify effective professional development models to achieve high quality implementation of nutrition programs in school‐based settings.Support or Funding InformationFunding was provided by UCANR competitive grant #11‐1018, USDA 2011‐38420‐20082, and USDA NIFA Hatch project 221082.