Healthy Lunchbox Research Articles

Feasibility and principal acceptability of school-based mobile communication applications to disseminate healthy lunchbox messages to parents.

This study aimed to assess the feasibility and acceptability of using an existing school-based mobile communication application to deliver messages to parents on how to pack a healthy lunchbox. A telephone survey was conducted with 196 primary school principals within the Hunter New England region of New South Wales, Australia, in 2016. Almost two thirds of primary schools (59%) currently use a school-based mobile communication application to communicate with parents. Most principals (91%) agreed school lunchboxes need improving, of which 80% agree it is a school's role to provide information and guidelines to parents. However, only 50% of principals reported currently providing such information. The provision of lunchbox messages to parents by a third party appeared an acceptable model of delivery by principals. Larger schools and schools in urban and lower socio-economic localities were more likely to have used a school-based mobile communication application. The majority of principals recognise student lunchboxes need improving. The use of school-based mobile communication applications appears to be feasible and acceptable by principals as a method of communicating lunchbox messages to parents. SO WHAT?: Use of school-based mobile communication applications may be an effective method for delivering health information at a population level. Future research should assess the potential efficacy of disseminating health interventions via this modality.

Prevalence of healthy lunchboxes in Peruvian elementary schoolchildren

To determine the prevalence of healthy lunchboxes in Peruvian elementary schoolchildren. Cross-sectional study including a sample of 8 185 children of public and private schools. Probabilistic, stratified and multistage sampling. Healthy lunchbox was defined as that composed of a fruit, a drink and a healthy complement (low in sugar, salt and oil) according to the Peruvian law; it was evaluated by observation. The analysis was performed using complex samples adjusted by weighting factor. Percentages, 95% confidence interval and chi square were calculated. Formal authorization was requested from the principal and the teachers and fathers; additionally, written consent was requested from students aged ≥9 years or older. 8 185 schoolchildren were evaluated; the prevalence was 58.7% of lunchboxes (CI95%: 56.5;61.0). The prevalence of lunchbox use was 5.4% (CI95%: 4.6;6.3). A figure of 5.6% healthy lunchboxes was found in boys and 5.2% in girls. 6.3% of the children residing in the urban area had healthy lunch boxes, in contrast to 0.8% in the rural area. Children residing in Metropolitan Lima (8.1%) and the jungle (8.1%) had healthy lunchboxes. The departments with the highest prevalence of healthy lunchboxes were: Arequipa (13.6%), Moquegua (9.4%), Tacna (9.3%), Lima (7.5%) and Lambayeque (6.5%). The prevalence of healthy lunchboxes in Peruvian schoolchildren is very low.

Barriers and facilitators to childhood obesity prevention among culturally and linguistically diverse (CALD) communities in Victoria, Australia

Objective:Childhood obesity is rising among culturally and linguistically diverse (CALD) groups who show poor engagement in obesity prevention initiatives. We examined the barriers and facilitators to the engagement of CALD communities in obesity prevention initiatives. Methods:We used the nominal group technique to collect data from 39 participants from Vietnamese, Burmese, African, Afghani and Indian origins living in disadvantaged areas of Victoria, Australia. Data analysis revealed ranked priorities for barriers and facilitators for CALD community engagement in obesity prevention initiatives. Results:CALD parents identified key barriers as being: competing priorities in the post‐migration settlement phase; language, cultural and program accessibility barriers; low levels of food and health literacy; junk food advertisement targeting children; and lack of mandatory weight checks for schoolchildren. Key facilitators emerged as: bicultural playgroup leaders; ethnic community groups; and school‐based healthy lunch box initiatives. Conclusion:This study has identified several policy recommendations including: the implementation of robust food taxation policies; consistent control of food advertising targeting children; improving CALD health literacy using bicultural workers; and matching health promotional materials with CALD community literacy levels. Implications for Public Health:These recommendations can directly influence public health policy to improve the engagement of CALD communities in obesity prevention services and ultimately reduce the widening obesity disparities in Australia.

Adecuación cultural y capacitación acerca del proceso de consentimiento informado en proyecto sobre nutrición escolar en un pueblo indígena aymara de Perú

Antecedentes: es importante que las investigaciones respeten normas éticas y la toma del consentimiento informado (CI) con la debida adecuación cultural y verificando su comprensión en comunidades indígenas de las regiones Andina y Amazónica, incluidas hoy en investigaciones sociales y médicas. Objetivo: determinar el grado de comprensión del CI en una comunidad aymara del Perú con un proyecto de nutrición escolar. Metodología: se realizó un estudio de campo cuasi experimental, prospectivo, de intervención educativa en Puno, en 2015. Se explicó a los líderes aymaras los objetivos y procedimientos del estudio de nutrición escolar y CI. Se confeccionó un cuestionario de conocimientos y prácticas de loncheras saludables para niños aymaras; un programa educativo de nutrición escolar y dos formatos de CI (simple y con adecuación cultural). La documentación fue evaluada por un comité de ética de la investigación. Resultados: 70 pobladores aymaras participaron del proyecto de investigación. El grado de comprensión del CI se modificó con significancia estadística luego de la intervención educativa y la adecuación cultural.

Lift the lid on lunch

For many pre-school children, lunch comes in a box. This should not mean a compromise on quality or variety, says Annette Rawstrone. A healthy lunchbox, with taste and appeal, is all about pre-planning.

Nutritional Intervention to Improve the Quality of Lunchboxes Among Mexican School Children.

In Mexico, the type of foods included in the lunchboxes of school children are unhealthy. The aim of this study was to evaluate the effects of an intervention program to improve the quality of the foods in the lunchboxes. Two schools were randomly selected as the intervention group (IG) and two more as the control group (CG). The evaluation was performed by comparing a food list from 3days before and 6months after the intervention. The components of the intervention included: exposure to posters inside and outside the classrooms and the distribution of pamphlets to parents, the pamphlets provided recipes and information about healthy foods. A lunchbox was considered adequate (AL) if it had less than 276cal, fruits or vegetables, and an item prepared at home; a healthy lunchbox (HL) consisted of fruits or vegetables, water, and it did not have unhealthy foods. At the beginning of the study there were no significant differences in the compliance of AL and HL in both groups. By the end of the study, 19% of the children in the IG and 10% of the children in the CG met the criteria of a HL (p=0.002). The results of this study demonstrate that a simple, 6month intervention targeting parents improved the quality of the foods in the lunchboxes of second and sixth graders.

An Online Workplace Healthy Lunchbox Challenge for Adults

An Online Workplace Healthy Lunchbox Challenge for Adults

Impact of Red Apple Healthy Lifestyles Programme on healthy eating behaviour of low socio-economic participants in rural and regional communities in Australia

The central focus of the Red Apple Healthy Lifestyles Programme (RAHLP) was the delivery of practical activities on healthy eating, cooking, promoting sustainable changes in health and shopping behaviours among low socio-economic families and young people in the rural communities. The study aimed to answer the following question: how do the activities offered by the RAHLP (1) increase the knowledge and skills of participants to better adopt healthy eating behaviours, and (2) increase parents' ability to establish healthy eating behaviours in their children? The study also aimed to identify any barriers to the adoption of healthy eating choices. Convenience sampling was utilised to access a cross-sectional sample of approximately 200 participants and finally a total of 176 people participated in the programme. After participation in the programme, the highest proportion of participants indicated that they are able to identify healthy foods to eat. Eating breakfast insignificantly increased from 69% before the participation to 75% after their participation in the programme, and continued to increase by 86% in 3 months. Confidence levels of participants have been sustained after the 3-month survey with further increases in relation to children's healthy lunchboxes (increasing from 57% to 80%), and understanding suitable food for babies (from 50% to 70%). The stated benefits of the programme by participants are improved knowledge and lifestyle skills, the adoption of healthy eating behaviours, increased parent ability to establish healthy eating patterns among children, and increased self-reliance in relation to aspects of healthy food choices.

Increasing fruit, vegetable and water consumption in summer day camps--3-year findings of the healthy lunchbox challenge.

The objective of this study was to describe the 3-year outcomes (2011-2013) from the healthy lunchbox challenge (HLC) delivered in the US-based summer day camps (SDC) (8-10 hours day(-1), 10-11 weeks summer(-1), SDC) to increase children and staff bringing fruit, vegetables and water (FVW) each day. A single group pre- with multiple post-test design was used in four large-scale SDCs serving more than 550 children day(-1) (6-12 years). The percentage of foods/beverages brought by children/staff, staff promotion of healthy eating and children's consumption of FVW was assessed via direct observation over 98 days across three summers. For children (3308 observations), fruit and vegetables (>11-16%) increased; no changes were observed for FVW for staff (398 observations). Reductions in unhealthy foods/beverages (e.g. soda/pop and chips) were observed for both children and staff (minus -10% to 38%). Staff role modeling unhealthy eating/drinking initially decreased but increased by 2013. The majority of children who brought fruit/vegetables consumed them. The HLC can influence the foods/beverages brought to SDCs. Enhancements are required to further increase FVW brought and consumed.

Healthy Eating in Summer Day Camps: The Healthy Lunchbox Challenge

To describe the development and evaluation of Healthy Lunchbox Challenge, a nutrition program targeting staff, parents, and children in summer day camps (SDCs). A single-group, pre/post-assessment design was used during summer, 2011(baseline) and 2012 (intervention). Four community-based SDCs in South Carolina participated. Intervention components were applied over the 11-week SDC program (2012) and consisted of (1) parent/staff education on Building a Better Lunchbox, and (2) a child/staff incentive program. Child and staff foods and beverages were assessed via direct observation (1,977 children and 241 staff). Percentages of foods and beverages brought by children and staff during the intervention were compared with baseline measures using mixed-effects regression models. The percentage of children bringing fruits, vegetables, and water increased from 31% to 42% (P= .01), 5% to 16% (P = .01), and 47% to 60% (P = .01) from baseline to post-assessment. Staff fruits and vegetables increased from 30% to 47% (P = .03) and 9% to 22% (P = .03). A slight decrease was observed for staff water (64% to 58%); however, this was not statistically significant. Decreases in low-nutrient-dense foods and beverages were also observed. The Healthy Lunchbox Challenge represents a low-cost, innovative way to influence the nutritional content of child and staff foods and beverages in SDCs.

Is the school food environment conducive to healthy eating in poorly resourced South African schools?

To assess the school food environment in terms of breakfast consumption, school meals, learners' lunch box, school vending and classroom activities related to nutrition. Cross-sectional survey. Ninety purposively selected poorly resourced schools in South Africa. Questionnaires were completed by school principals (n 85), school feeding coordinators (n 77), food handlers (n 84), educators (n 687), randomly selected grade 5 to 7 learners (n 2547) and a convenience sample of parents (n 731). The school menu (n 75), meal served on the survey day, and foods at tuck shops and food vendors (n 74) were recorded. Twenty-two per cent of learners had not eaten breakfast; 24 % brought a lunch box, mostly with bread. Vegetables (61 %) were more often on the school menu than fruit (28 %) and were served in 41 % of schools on the survey day compared with 4 % serving fruit. Fifty-seven per cent of learners brought money to school. Parents advised learners to buy fruit (37 %) and healthy foods (23 %). Tuck shops and vendors sold mostly unhealthy foods. Lack of money/poverty (74 %) and high food prices (68 %) were major challenges for healthy eating. Most (83 %) educators showed interest in nutrition, but only 15 % had received training in nutrition. Eighty-one per cent of educators taught nutrition as part of school subjects. The school food environment has large scope for improvement towards promoting healthy eating. This includes increasing access to vegetables and fruit, encouraging learners to carry a healthy lunch box, and regulating foods sold through tuck shops and food vendors.

Healthy Eating in Summer Day Camps: The Healthy Lunchbox Challenge

Abstract Objective To describe the development and evaluation of Healthy Lunchbox Challenge , a nutrition program targeting staff, parents, and children in summer day camps (SDCs). Methods A single-group, pre/post-assessment design was used during summer, 2011(baseline) and 2012 (intervention). Four community-based SDCs in South Carolina participated. Intervention components were applied over the 11-week SDC program (2012) and consisted of (1) parent/staff education on Building a Better Lunchbox, and (2) a child/staff incentive program. Child and staff foods and beverages were assessed via direct observation (1,977 children and 241 staff). Percentages of foods and beverages brought by children and staff during the intervention were compared with baseline measures using mixed-effects regression models. Results The percentage of children bringing fruits, vegetables, and water increased from 31% to 42% ( P = .01), 5% to 16% ( P = .01), and 47% to 60% ( P = .01) from baseline to post-assessment. Staff fruits and vegetables increased from 30% to 47% ( P = .03) and 9% to 22% ( P = .03). A slight decrease was observed for staff water (64% to 58%); however, this was not statistically significant. Decreases in low-nutrient-dense foods and beverages were also observed. Conclusions and Implications The Healthy Lunchbox Challenge represents a low-cost, innovative way to influence the nutritional content of child and staff foods and beverages in SDCs.

‘It's very hard to find what to put in the kid's lunch’: What Perth parents think about food for school lunch boxes

AbstractAim: To describe the factors affecting school food selection by parents of young children attending low socioeconomic schools in Perth and recommend the features of resources parents need to make healthier choices.Methods: Nine focus groups of parents of young children attending low socioeconomic status schools in Perth were conducted where parents were asked about the food their children ate at school and their opinions of school food resources.Results: Focus group discussion centred on the themes of the challenge of being a good parent by providing healthy lunch box food; making compromises in what their children eat at school and the barriers to healthy eating in the school environment. Parents were concerned about what their children were eating at school but the barriers of convenience, child preference, cost and food safety prevented them from including healthier food in the lunch box. The amount of time allowed for eating and lack of refrigeration were school‐based barriers that impacted on the type and amount of food selected. Parents liked colourful, practical school food resources with recipes and nutrition information aimed at children.Conclusions: Parents want help with selecting lunch box food/drinks that are nutritious, convenient, inexpensive and appealing for children to eat. Schools need to be supported to introduce healthy eating programs and should review the time given for young children to eat at school. Dietitians need to consider the home food environment and what motivates parents to make food choices for their children.

Is Slimming World on Referral an effective option to help people with learning difficulties manage their weight?

Background: Since piloting the Slimming World on Referral service in 2001 (Lavin et al., 2006), the scheme has been made available nationally. This subsidised partnership scheme enables primary care to refer patients to a local Slimming World group for weekly weight management at no cost to the patient themselves. To date, over 30 schemes have been set up with the NHS, mainly focusing on people with general medical conditions. Obesity levels are greater in adults with learning difficulties than in the general population and have been shown to contribute to reduced life expectancy and increased health needs (Royal College of Nursing, 2006). In 2007, a Primary Care Trust (PCT) & Slimming World trialled the use of Slimming World on Referral, specifically for members with learning difficulties. This study aimed to evaluate its feasibility.Methods: Twenty members were referred to a specially set up Slimming World group and given the opportunity to attend free of charge for 24 weeks. The group was run by a local Slimming World consultant with support from Berkshire East PCT's learning difficulties care staff. A simplified version of Slimming World's healthy eating plan was promoted. Visuals were used to encourage the intake of low energy dense foods and healthier meal options, for instance, options for a healthy lunch box. Weight change, body mass index (BMI) change and rates of attendance were analysed using weekly weight records. Data were analysed by t‐tests (paired and unpaired) using SPSS version 11.Results: Average attendance was 19 weeks (2.9). Average percentage weight change was −4.4% (3.7) and 11 out of the 20 (55%) participants lost 5% or more of their body weight within the 24 weeks. Effect of attendance at Slimming World group on weight and BMI. Baseline, mean (SD) Follow up, mean (SD) P value Weight (kg) 96.0 (12.1) 91.7 (12.8) <0.001 BMI (kg m−2) 36.7 (6.9) 35.1 (7.0) <0.001 For those who attended at least 20 of the 24 sessions (n = 12/60%), data improved further: mean BMI change −1.9 kg m−2 (1.6, P = 0.002), weight change −5.4 kg (4.3, P = 0.002), percentage weight change −5.8% (4.5, P = 0.002).Discussion: It has previously been shown that referral partnership between the NHS and Slimming World offers a practical weight management option in terms of efficacy, attrition and cost (Lavin et al., 2006). This audit data shows that the referral service can be used to achieve clinically effective weight losses in a specific patient group which has high levels of obesity.Conclusion: Slimming World on Referral offers a feasible option to help adults with learning difficulties manage their weight.References Lavin, J.H., Avery, A., Whitehead, S.M., Rees, E., Parsons, J., Bagnall, T., Barth, J.H. & Ruxton, C.H.S. (2006) Feasibility and benefits of implementing a Slimming on Referral service in primary care using a commercial weight management partner. Public Health120, 872–881.Royal College of Nursing. (2006) Meeting the Health Needs of People with Learning Disabilities – Guidance for Nursing Staff. London: Royal College of Nursing.

Book Review: The Healthy Lunchbox: How to Plan, Prepare, and Pack Unique Meals Kids Will Love

Book Review: The Healthy Lunchbox: How to Plan, Prepare, and Pack Unique Meals Kids Will Love