School-based Nutrition Intervention Research Articles

School-based nutrition interventions for Indigenous children in Canada: a scoping review

BackgroundIndigenous children in Canada (First Nations, Inuit, and Métis) are disproportionately affected by nutrition-related chronic diseases such as obesity and diabetes. Comprehensive school-based nutrition interventions offer a promising strategy for improving children’s access to healthy foods and sustaining positive eating behaviors. However, little is known about school-based nutrition interventions for Indigenous children. The objectives of this scoping review were to identify school-based nutrition interventions for Indigenous children in Canada and describe their components.MethodsThe scoping review consisted of searches in seven peer-reviewed databases and a general web search for grey literature. Eligibility criteria were applied by two reviewers, and data were extracted and charted by one reviewer using components of the comprehensive school health approach (social and physical environment, teaching and learning, policy, partnerships and services) and additional components with relevance to Indigenous interventions (cultural content, Indigenous control and ownership, funding source, evaluation). Numerical and descriptive summaries were used to present findings.ResultsThirty-four unique interventions met the inclusion criteria. The majority (97%) of interventions targeted the social and physical environment, most often by offering food programs. Over half of interventions also incorporated teaching and learning (56%) and partnerships and services (59%), but fewer included a policy component (38%). Many interventions included a cultural component (56%) and most (62%) were owned and controlled by Indigenous communities (62%). Finally, over half of interventions disclosed their source(s) of funding (59%), but less than half (41%) included an evaluation component.ConclusionsThe review suggests that school-based interventions for Indigenous children can be more comprehensive by incorporating culturally relevant nutrition education and professional development opportunities for teachers, written school nutrition policies, and activities that actively engage families and community members. The continued focus on Indigenous control and ownership and incorporation of content specific to individual communities may enhance cultural relevancy and sustainability of interventions. Furthermore, there is a need to increase intervention evaluation and the sharing of resources related to funding. These recommendations may be used by communities, as well as by researchers and professionals working with communities, in developing comprehensive school-based nutrition interventions to improve the eating behaviors of Indigenous children.

Study Design and Protocol to Assess Fruit and Vegetable Waste at School Lunches.

This paper has two main aims: (1) to describe the design, implementation, and testing of a protocol to assess longitudinal changes in F&V plate waste conducted as part of a quasi-experimental study, (2) to provide baseline descriptive data on school demographics and study participants. This paper describes the protocol development and implementation, and presents baseline data of a longitudinal fruit and vegetable (F&V) plate waste study. The protocol was developed to determine the preliminary impact of Brighter Bites, a 16-week school-based nutrition intervention, on F&V wasted and nutrients wasted from school lunches. We measured plate waste using a quasi-experimental design (n = 2 intervention schools receiving Brighter Bites, n=1 comparison school; n = 115 4th and 5th grade children). We measured plate waste for five days at each of four time points over the 2017–2018 academic year (baseline prior to intervention, three additional time points). Data collectors measured lunch F&V waste using digital scales and recorded weights on a data collection app. This study was conducted in three central Texas public elementary schools serving predominantly low-income families (>89% of children on free/reduced lunch program). On average, at baseline, 59.1% of all F&V were wasted and children tried <1 F&V at meals. Foods most wasted were legumes and foods least wasted were par-fried baked potatoes. Final retention rate across the four time points was 75.70%. Measurement inter-rater reliability was 100% (r = 0.99). Our study presents a protocol for detailed, individual-level, longitudinal plate waste assessment in elementary schools.

Impact of a Pilot School-Based Nutrition Intervention on Fruit and Vegetable Waste at School Lunches

ObjectiveTo determine the preliminary impact of the Brighter Bites nutrition intervention on decreasing fruit and vegetable (F&V) waste at school lunches among fourth- and fifth-grade children. MethodThis was a nonrandomized pre–post-controlled study in Houston and Dallas, TX. Two schools received the Brighter Bites intervention (n = 76), and 1 comparison school (n = 39), during the 2017-2018 school year. Brighter Bites is a 16-week school-based nutrition intervention providing weekly distribution of fresh F&V plus nutrition education. Main outcome measures were direct observation and weights to measure the number of F&V dishes selected at school lunches, amount of F&V wasted (gm), and related nutrient waste (4 time points/child). Mixed-effects linear regression analysis was used to determine change in F&V selection and waste over time. ResultsThere was a significant decrease over time in proportion of F&V selected among those in the comparison school, but not the intervention schools (P < .001). Compared with children in the comparison group, those receiving Brighter Bites showed a significant decrease in the amount of F&V wasted at each meal (P < .001) and per item (P < .05) at the end of both 8 and 16 weeks of intervention. There were significant decreases in waste of energy (kcal); dietary fiber (gm); vitamins B1, B3, and B6 (mg); total folate (µg); and B12 (µg) among those receiving Brighter Bites (P < .05). Conclusions and ImplicationsAlthough absolute food or nutrient changes were small even when significant, programs such as Brighter Bites may contribute to a healthy intake. Future studies are warranted that include a larger sample size with a stringent, cluster-randomized control trial design and consideration for other covariates.

Project Spraoi: a two-year longitudinal study on the effectiveness of a school-based nutrition and physical activity intervention on dietary intake, nutritional knowledge and markers of health of Irish schoolchildren.

To assess the effectiveness of a nutrition and physical activity (PA) intervention on dietary intake (DI), nutritional knowledge (NK), blood pressure (BP), anthropometric measures and cardiorespiratory fitness (CRF) of schoolchildren. Longitudinal study. DI, NK, BMI, waist-to-height ratio (WHtR), BP and CRF were all measured/calculated prior to (October 2014) and at the end of (June 2016) intervention delivery. Two primary schools (one intervention and one control), Cork, Ireland. Six-year-olds (n 49; mean age = 6·09 (sd 0·33) years) and 10-year-olds (n 52; mean age = 9·90 (sd 0·37) years). There was a large and a moderate statistically significant difference between the change in systolic (P = 0·005, effect size (ES) = 0·165) and diastolic BP (P = 0·023, ES = 0·116), respectively, for 10-year-olds in the intervention and control groups. There was also a large statistically significant difference between the change in WHtR (P = 0·0005, ES = 0·386) and a moderate statistically significant difference between the change in NK (P = 0·027, ES = 0·107) for 10-year-olds in the intervention and control groups. There was a large statistically significant difference between the change in percentage of energy from protein in 10-year-old females (P = 0·021, ES = 0·276) in the intervention and control groups. Project Spraoi is Ireland's first ever school-based intervention that has been evaluated and proven effective in improving DI, NK, WHtR and BP in older primary-school children in one intervention school.

Project Spraoi: two year outcomes of a whole school physical activity and nutrition intervention using the RE-AIM framework

We aimed to assess the impact of Project Spraoi: a school-based physical activity (PA) and nutrition intervention that reached 473 primary school children and 43 school staff in Cork (Ireland). Four primary schools (2 intervention, 2 control) with similar characteristics participated and for 2 school years, intervention schools were assigned an ‘Energizer’, who promoted PA and healthy eating. A subsample of children from the intervention schools (n = 106) and matching controls (n = 125) had measures of body mass, waist circumference, blood pressure, fitness, nutritional knowledge/attitudes and PA recorded at baseline and after 2 school years. Process evaluation techniques assessed the impact of the intervention on teachers, parents and children. Analysis of covariance revealed the intervention was associated with smaller waist circumference relative to gender and age (p < 0.0005), slower resting heart rate (p = 0.003) and favourable nutritional attitudes among 10 year olds. No significant change across other variables or among 6 year olds was found. Teachers, parents and children reported positive outcomes for PA behaviour and nutritional knowledge/attitudes. Project Spraoi has shown to improve heart rate and prevent further gains in fat mass amongst older aged children. The positive impact of the intervention supports the need for its continued delivery, particularly as children age.

Impact of school-based nutrition and physical activity intervention on body mass index eight years after cessation of randomized controlled trial (AVall study)

The prevalence of obesity and overweight among children is increasing, representing a new and pressing societal problem. Excess weight in childhood is an independent risk factor for adult obesity. Although school-based interventions are generally considered effective in the short term, few studies analyze their longterm impact. The aim of study was to assess if the effect of the intervention on body mass Index (BMI) immediately after the intervention remained eight years later (AVall Study). In 2006-2008, an intervention for primary school children promoted healthy eating habits and physical activity in the school setting using the Investigation, Vision, Action and Change (IVAC) educational methodology, which involves children as active participants in healthy change. At baseline, parents reported their weight, height and educational level by questionnaire. Children's weight and height were measured in situ in 2006, 2008, 2010, 2012 and 2016, and levels of physical activity were assessed by questionnaire. Multilevel mixed effects linear regression was used to assess changes in BMI over time. Increases in BMI from 2006 to 2016 were 0.68 kg/m2 (95% CI, 0.02, 1.34; P=0.045) higher in the control group than in the intervention group. The prevalence of obesity and overweight combined in 2006 and 2016 was 22.2% and 27.9%, respectively, in the control group and 25.6% and 21.2% respectively, in the intervention group. Changes in BMI in the intervention group were maintained from 2006 on: at the end of the intervention in 2008, -0.4kg/m2 (P=0.001); in 2010, -0.23g/m2 (P=0.012); in 2012, -0.63kg/m2 (P<0.001) and in 2016, -0.27kg/m2 (P=0.025). The child's BMI increased by 0.52kg/m2 (P=0.046) if the father was obese, by 1.26kg/m2 (p=0.011) if the mother was obese, and by 2.37kg/m2 (P<0.001) if both parents were obese. Parental education levels were not associated with childhood obesity. A school-based healthy eating habits and physical activity intervention using IVAC methodology contributed to lower increases in BMI among children in primary school. Although parental BMI also influenced children's BMI, the intervention was effective. ClinicalTrials.gov NCT01156805.

Effect of the Shaping Healthy Choices Program, a Multicomponent, School-Based Nutrition Intervention, on Physical Activity Intensity

ABSTRACTObjective: Physical activity has been shown to have a wide range of beneficial health effects, yet few youth meet the United States physical activity recommendation of 60 minutes of moderate-to-vigorous physical activity (MVPA) everyday. The objective of this study was to determine whether physical activity patterns improved in a subsample of fourth-graders participating in the multicomponent intervention, the Shaping Healthy Choices Program (SHCP).Methods: At pre- and post-intervention assessments, youth at the control and intervention schools wore a Polar Active monitor on their nondominant wrist 24 h/d for at least 2 consecutive days. Multiple linear regression was used to evaluate change in physical activity by adjusting for covariates and other potential confounders, including ethnicity/race, household income, and sex. Statistical significance was set at p < 0.05.Results: Mean minutes of MVPA significantly increased at the intervention school (22.3 + 37.8; p = 0.01) and at the control school (29.1 + 49.5; p = 0.01). There were no significant differences in the change in MVPA between the schools. Youth at the intervention school significantly decreased mean minutes in sedentary activity compared to the controls (p = 0.02).Conclusions: Youth who participated in the SHCP decreased time spent in sedentary activity and increased very vigorous physical activity from pre- to post-intervention, while these changes were not observed at the control school. The overall small physical activity intensity pattern shift supports that physical activity is an important area to target within a multicomponent nutrition intervention aimed at preventing childhood obesity.

How family socioeconomic status, peer behaviors, and school-based intervention on healthy habits influence adolescent eating behaviors

Psychologists in schools can play an important role in developing policies and programs to promote healthy eating habits. This study analyses the contributions of family socioeconomic status, peer influence (schoolmates’ food consumption), and school-based nutrition interventions to explain adolescent eating behaviors. Data were obtained from the 2014 Health behaviour in school-aged children survey in Spain, with a sample of 6,851 adolescents (11- to 16-years-old). The results suggest that school-based healthy-eating programs could improve by considering parental education level and by implementing interventions focused on the peer social network. Policies that limit access to unhealthy products in schools – rather than simply offering healthy foods alongside unhealthy products – could be more effective.

Improving Child Health and Cognition: Evidence from a School-Based Nutrition Intervention in India

We present experimental evidence on the impact of the use of double-fortified salt in school meals on anemia, cognition, and the learning outcomes of primary school children in rural Bihar, one of the poorest regions of India. We find that year-long intervention had statistically significant positive impacts on hemoglobin levels and reduced anemia by 20%, but these health gains did not translate into significant impacts on cognitive performance, test scores, and school attendance. Treatment effects on anemia and test scores were larger for children with higher school attendance. The findings indicate that school-based health programs are cost-effective and scalable intervention to reduce anemia among school children in resource-constrained countries.

Impact of a multicomponent, school-based nutrition intervention on students’ lunchtime fruit and vegetable availability and intake: A pilot study evaluating the Shaping Healthy Choices Program

ABSTRACTThis pilot study evaluated the impact of a school-based intervention integrating garden-enhanced nutrition education, family and community partnerships, and improvements to school fruit and vegetable availability. Two elementary schools in Northern California were randomly assigned to control and intervention. Changes in lunchtime fruit and vegetable intake as well as changes in fruit and vegetable availability were compared between schools, with dietary outcomes assessed among fourth-grade students having complete fruit (n = 111) and vegetable (n = 112) intake data. There were greater increases in vegetable consumption, produce expenditures, and vegetable variety at the intervention than control school (p < 0.01) but no differences for fruit outcomes. The complementary nature of program components illustrates how the promotion of vegetables available at school meals can be connected to garden-enhanced nutrition education.

Development and Formative Evaluation of the MENTOR Program for Preventing Childhood Obesity in School-Age Children

This abstract describes the development and formative evaluation of a school-based nutrition and physical activity intervention program. The aim of the Mentoring, Education, and Nutrition Knowledge for Teachers to Reduce Obesity Risk in Children (MENTOR) program is to determine if a student-teacher focused intervention can enhance classroom nutrition and physical activity content, teacher modeling of positive health behaviors and enrich the health content in the classroom environment. Program development followed community-based participatory approaches and included three phases: a community needs assessment with in-service (SCTs) and pre-service teachers (PCTs), initial program development and community stakeholder interviews. Based on feedback from the needs assessment, a multi-modality program was developed: one in-person training session, a project website www.mentorprojectfiu.com to host program curriculum and a social media extension. Community stakeholders (n=4) were asked to review the MENTOR project program content, design and format via in-depth interviews. Overall PCTs and SCTs felt the program was needed, liked the level of detail in the materials and were positive about the format. Areas for improvement included the amount of materials needed for teachers to implement some of the lessons in the curriculum along with the amount of time required to implement lessons. This program is currently being evaluated using a pre-post intervention design model. Future directions include the extension of program curriculum and the development of a parent component.

DIETICIANS’ PERSPECTIVES ON TAILORING NUTRITION INTERVENTIONS FOR ROMANIAN ADOLESCENTS

OBJECTIVES Dieticians play a key role in educating the public on matters regarding diet and health. One intervention area that could benefit from dieticians’ perspective is the design of effective interventions addressing adolescent’ eating behaviours. This study aimed to analyse dieticians’ needs, preferences and attitudes toward nutrition interventions addressing adolescents. METHODS The study design involved a qualitative analysis, using semi-structured interviews in order to explore the areas of interest. We interviewed 10 dieticians having at least three years of practice in nutrition counselling, working inside a state-owned or private organization delivering nutrition related activities and implementing at least one activity addressing nutrition in children and adolescents. Interviews were audio-recorded, transcribed and analysed using thematic analysis. RESULTS Dieticians participating in the interviews manifested a general consensus towards the urgency of addressing adolescents’ eating habits by targeting adolescents’ attitudes towards healthy eating. Study results allowed us to describe the characteristics of effective nutrition intervention falling under six categories: methods of dissemination, nutrition knowledge, participants, trainers, intervention context and intervention time and duration. CONCLUSIONS Knowledge-based, behavioural and environmental interventions targeting adolescents' dietary patterns are not sufficient in improving adolescents' dietary patterns. Practitioners should aim at designing school-based nutrition interventions addressing adolescents' specific needs and rely on the needs assessment process as a major component of the design. Keywords: adolescents, dieticians, needs and preferences, school based nutrition interventions Normal 0 21 false false false RO X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Times New Roman; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}

Adolescents’ Needs Towards School-Based Nutrition Interventions

AbstractBackground and Aims:This study aimed to identify adolescents’ knowledge and attitudes towards healthy eating and their needs and preferences towards school-based nutrition interventions, thus investigating the “must have” components on school-based nutrition interventions than can improve adolescents’ dietary patterns.Material and Methods:To reach the proposed aims, we used a qualitative strategy of inquiry, by conducting semi-structured focus groups. We collected data in two urban schools from Cluj-Napoca, Romania. 32 adolescents aged 11 to 14 years old attended focus group discussions. Focus group discussions were audio-taped, transcribed and analyzed using thematic analysis.Results:A viable strategy to deliver effective nutrition interventions for adolescents needs to address adolescents' interests and concerns, use visuals and stories to present nutrition related information, increase adolescents' self-efficacy in choosing healthy foods, train adolescents in having a balanced diet, promote healthy eating as acceptable for peers, and involve parents in nutrition interventions through home-based activities.Conclusions:Improving adolescents' nutrition related knowledge and behavior and creating supportive environments is not sufficient in improving adolescents' dietary patterns. Practitioners should aim at designing school-based nutrition interventions addressing adolescents' specific needs and rely on the needs assessment process as a major component of the design.

Factors affecting vegetable preference in adolescents: stages of change and social cognitive theory.

BACKGROUND/OBJECTIVESDespite the importance of consuming sufficient amounts of vegetables, daily vegetable intake among adolescents in Korea is lower than the current dietary recommendation. The objective of this study was to examine determinants affecting vegetable preference in order to suggest a stage-tailored education strategy that can promote vegetable consumption in adolescents.SUBJECTS/METHODSAdolescents (n = 400, aged 16-17 years) from two high schools participated in a cross-sectional study. Survey variables were vegetable preference, the social cognitive theory (SCT) and stages of change (SOC) constructs. Based on vegetable preference, subjects were classified into two groups: a low-preference group (LPG) and a high-preference group (HPG). SOC was subdivided into pre-action and action/maintenance stages. To compare SCT components and SOC related to vegetable preference, chi-squared and t-tests, along with stepwise multiple-regression analysis, were applied.RESULTSIn the LPG, a similar number of subjects were classified into each stage. Significant differences in self-efficacy, affective attitudes, and vegetable accessibility at home and school were detected among the stages. Subjects in the HPG were mainly at the maintenance stage (81%), and there were significant differences among the stages regarding self-efficacy, affective attitudes, and parenting practice. In the predictions of vegetable preference, self-efficacy and parenting practice had a significant effect in the “pre-action” stage. In the action/maintenance stage, outcome expectation, affective attitudes, and vegetable accessibility at school had significant predictive value. In predicting the vegetable preference for all subjects, 42.8% of the predictive variance was accounted for by affective attitudes, self-efficacy, and vegetable accessibility at school.CONCLUSIONThe study revealed that different determinants affect adolescent vegetable preference in each stage. Self-efficacy and affective attitudes are important determinants affecting vegetable preference. Additionally, school-based nutrition intervention that focuses on enhancing affective attitudes, self-efficacy, and vegetable exposure may constitute an effective education strategy for promoting vegetable consumption among adolescents.

A Systematic Review of Methods to Assess Children's Diets in the School Context.

To evaluate the impact of school-based nutrition interventions, accurate and reliable methods are needed to assess what children eat at school. The primary objective of this study was to systematically review methodological evidence on the relative accuracy and reliability of dietary assessment methods used in the school context. The secondary objective was to assess the frequency of methods and analytical approaches used in studies reporting in-school dietary outcomes. Three health databases were searched for full-text English-language studies. Twenty-two methodological studies were reviewed. For school meal recalls, the majority of studies (n = 8 of 12) reported poor accuracy when accuracy was measured by using frequencies of misreported foods. However, when energy report rates were used as a measure of accuracy, studies suggested that children were able to accurately report energy intake as a group. Results regarding the accuracy of food-frequency questionnaires (FFQs) and food records (FRs) were promising but limited to a single study each. Meal observations offered consistently good interrater reliability across all studies reviewed (n = 11). Studies reporting in-school dietary outcomes (n = 47) used a broad range of methods, but the most frequently used methods included weighed FRs (n = 12), school meal recalls (n = 10), meal observations by trained raters (n = 8), and estimated FRs (n = 7). The range of dietary components was greater among studies relying on school meal recalls and FRs than among studies using FFQs. Overall, few studies have measured the accuracy of dietary assessment methods in the school context. Understanding the methodological characteristics associated with dietary instruments is vital for improving the quality of the evidence used to inform and evaluate the impact of school-based nutrition policies and programs.

Eating Good and Moving Like We Should: A Consideration for Registered Dietitians in Schools

Background: While teachers and school nurses may not be able to provide nutrition education to students because of their other duties, registered dietitians have the necessary training in counseling, nutrition education, nutrition therapy, and food service management to be effective at childhood obesity prevention. Objectives: The purpose of eating good and moving like we should (EGMLWS), a school-based intervention, was to create a successful program to prevent and reduce childhood obesity in the Mississippi Delta by providing nutrition education by a registered dietitian. Methods: The subjects were 1,891 third (school year 2012 - 2013) and fourth graders (2013 - 2014) in 7 Mississippi schools in the north Mississippi River Delta region. The school-based nutrition and physical activity education program was designed to address overweight and obesity in the Mississippi Delta and north Mississippi regions by helping children make healthier nutrition and physical activity choices. The registered dietitian provided nutrition education and consulted to make school menus healthier and more appealing. Pre-and post-school year heights and weights were measured. Results: Paired t-tests showed significantly lowered mean BMI in 5 schools (P < 0.05); no change in 2 schools and no change over all schools, although all schools had individuals with decreased BMI. Conclusions: School-based nutrition interventions that feature a registered dietitian can make an impact. The EGMLWS program improved the nutrition knowledge and nutrition-related attitudes of north Mississippi Delta third and fourth graders and significantly improved BMI in 5 of 7 schools.

Using Skin Carotenoids to Assess Dietary Changes in Students After 1 Academic Year of Participating in the Shaping Healthy Choices Program

ObjectiveTo determine whether fourth-grade students participating in the Shaping Healthy Choices Program (SHCP), a school-based nutrition intervention, would change vegetable and carotenoid intake measured by skin carotenoids and dietary intake. MethodsSingle-group pretest–posttest with a self-selected, convenience sample of students (n = 30) participating in the SHCP, which lasted 1 academic year (9 months). Dietary intake of vegetables and carotenoids as measured by Block food frequency questionnaire and skin carotenoids as measured by Raman spectroscopy were collected at the school preintervention and postintervention. ResultsReported carotenoid intake decreased by 1.5 mg (P = .05) and skin carotenoids decreased by 2,247.9 RRS intensity units (P = .04). Change in reported intake correlated with change in skin carotenoids (r = .43; P = .02). Conclusions and ImplicationsThe reported decrease in vegetable and carotenoid intake was unanticipated; nevertheless, the RRS measurements confirmed this. RRS data can help evaluate changes in fruit and vegetable intake.

Key Elements in Elementary School-Based Nutrition Interventions to Reduce Obesity in Mexico and the United States: A Systematic Review

Key Elements in Elementary School-Based Nutrition Interventions to Reduce Obesity in Mexico and the United States: A Systematic Review

School-based intervention for nutrition promotion in Mi Yun County, Beijing, China

Purpose – The purpose of this paper is to assess whether the school-based nutrition programme using the health-promoting school (HPS) framework was effective to improve parents’ knowledge, attitudes and behaviour (KAB) in relation to nutrition in rural Mi Yun County, Beijing. Design/methodology/approach – A cluster-randomised intervention trial design was employed. Two middle schools were randomly selected and assigned to either the intervention school using the HPS framework (HPS School), or to the Control School, in Mi Yun County, Beijing. From each school 65 parents of seventh-grade students were randomly selected to participate in the study. Nutrition-related KAB were measured at pre- and post-intervention surveys with the same instrument. The nutrition intervention last for six months. Findings – The school-based nutrition intervention using the HPS framework was effective in increasing parents’ nutrition knowledge; however, it had no statistical significant impact on improving parents’ attitudes towards nutrition and their eating behaviours. Research limitations/implications – The intervention appeared to be inadequate from the point of view of its impact on parents in terms of content, form and frequency. Practical implications – Future school-based nutrition promotion programmes using the HPS framework should focus more on parents, providing them with a more informative, participative and interactive, and frequent intervention. Originality/value – There is very limited published research focusing on the effect of the school-based nutrition promotion programmes using an HPS framework on parents’ nutrition-related KAB. Although, the improved KAB in relation to nutrition among parents is essential to promote young people’s nutrition and healthy eating behaviours.

The Effectiveness of A School-Based Nutrition Intervention on Children's Fruit, Vegetables, and Dairy Product Intake.

Most Canadian children do not meet daily recommendations for consumption of vegetables and fruits (V/F) and dairy products (DP). The aim of this study was to evaluate the impact of Team Nutriathlon on V/F and DP consumption of children. Participants were 404 children from grades 5 and 6 (intervention group [IG] N = 242, control group [CG] N = 162). Teams of children were guided to increase their consumption and variety of V/F and DP over an 8-week period. Daily servings of V/F and DP were compared between groups at 4 time points: baseline (week 0), during (week 6), immediately after (week 9 or 10), and a follow-up 10 weeks after (week 20) the intervention. During and after the program and at follow-up, children in the IG consumed more servings of V/F and DP compared to the CG (group × time, p < .0001). Sex, baseline consumption levels, and school socioeconomic status did not influence the results (p > .05). Team Nutriathlon is an innovative school-based nutrition program that can help to increase the V/F and DP consumption of children.