School Lunchroom Research Articles

Lunchroom-Specific Peer Acceptance and Children's Internalizing Symptoms.

Prior research suggests the elementary school lunchroom is an important context for children's social development. Using a sample of 659 fourth-grade students in 10 public schools (50.7% female; 42.7% Hispanic/Latinx, 30.3% White, 10% Pacific Islander, 7.8% bi/multiracial, 2.2% American Indian, 2.2% Black, 1.9% Asian, and 2.9% other), we examined the association between lunchroom-specific peer acceptance and internalizing symptoms (i.e., depression and social anxiety symptoms). We hypothesized that lunchroom peer acceptance would predict self-rated depression and social anxiety symptoms when controlling for social preference scores. Using hierarchical linear modeling, results indicated self-rated lunchtime peer acceptance scores in December significantly predicted depression symptoms in May when controlling social preference scores and accounted for changes in depression scores across a school year. However, some significant gender differences emerged. Results suggest that elementary school lunchroom interventions should attend to children's perceptions of lunchroom likability and their experiences of depression symptoms.

Children’s self-rated lunchroom likability and peer victimization

Previous research has shown that peer acceptance in the school lunchroom is significantly linked with children’s level of peer victimization (Craig et al., 2016). We replicated and extended the work of Craig and colleagues’ using prospective data and cross-lagged panel analyses to test whether a self-report measure of lunchroom peer acceptance predicted children’s peer victimization experiences. Participants were 676 fourth-grade students (50.7% female; 42.7% Hispanic/Latinx, 30.3% White, 10% Pacific Islander, 7.8% bi/multiracial, 2.2% American Indian, 2.2% Black, 1.9% Asian, and 2.9% other). Results indicated self-rated lunchroom peer acceptance in the fall negatively predicted peer victimization in the spring, after controlling for children’s social preference scores. However, peer victimization in the fall did not predict self-rated lunchroom likability in the spring. Discussed are implications for lunchroom-based interventions designed to reduce the risk of peer victimization.

A pilot study of a school lunchroom intervention in a predominantly Latinx sample

ObjectiveThe purpose of the study was to assess the feasibility of an environmental school lunchroom intervention (‘Smarter Lunchrooms’) and test initial efficacy within a predominantly Latinx population. DesignWe collected baseline and intervention lunchroom food consumption and waste data in a pre-post, single group design. Meal consumption data was analyzed using Nutrition Data System for Research software to obtain estimates of nutritional content. Main outcome measuresFeasibility. Secondary measuresPlate Waste, Nutrient Intake. ResultsParticipants were 88 1st-4th graders (51% female; 77% Latinx). Our recruitment rate was 45%, we were able to implement 8 Smarter Lunchroom strategies, and we were able to collect 82 baseline plate photos (93%) and 80 intervention photos (90%) of school lunches. On average, students threw away more than half of their meals on both days. Fruit consumption and fiber per 1000 kcal were significantly poorer at intervention compared to baseline. ConclusionsOur findings highlight challenges in collecting consumption data in a real-world setting. We describe directions for future research taking into consideration our “lessons learned” from this formative work.

Children’s perspectives on lunchtime practices: Connecting with others

ABSTRACT Supporting prosocial participation and mental health during school lunch has been studied over the past decade, yet surprisingly little in-depth research has addressed how children experience and perceive social participation during school lunch. This ethnography examines the complexity of social participation during school lunch from the child’s perspective in a United States suburban school. Data gathering strategies included interviews, participant observations, drawing/creating collages, and reflective notes. Analysis involved coding, the development of themes, and using a transactional perspective to highlight contextual aspects of the social lunchtime situations. Three themes captured how social participation occurred during school lunch: creating social spaces, engaging in social interaction, and reinforcing/modifying relationships. The contextual aspects of the school lunchtime are discussed. Findings suggest that despite the undesirable environment and the unpredictable nature of how social participation transpires in a school lunchroom, the four child consultants successfully navigated the complexity to plan to sit near peers, engage with them, and sustain relationships. Additionally, students engaged in multiple lunchtime occupations simultaneously (e.g., social participation, eating, and play). Implications include supporting children’s social development and health in schools, school policy on lunchtime, and for researchers, focusing on the contextual aspects of situations to inform the study of occupation.

Incentives and Unintended Consequences: Spillover Effects in Food Choice

Little is known about how peers influence the impact of incentives. We study how peers’ actions and incentives can lead to peer spillover effects. Using a field experiment on snack choice in the school lunchroom (choice of grapes versus cookies), we randomize who receives incentives, the fraction of peers incentivized, and whether or not it can be observed that peers’ choices are incentivized. We show that, while peers’ actions of picking grapes have a positive spillover effect on children’s take-up of grapes, seeing that peers are incentivized to pick grapes has a negative spillover effect on take-up. When incentivized choices are public, incentivizing all children to pick grapes, relative to incentivizing none, has no statistically significant effect on take-up, as the negative spillover offsets the positive impacts of incentives. (JEL C93, D12, I21, J13)

Children’s social experiences with peers and friends during primary school mealtimes

ABSTRACT Mealtimes have rarely been considered outside a healthy eating agenda yet may be important social contexts for children’s social, emotional and moral development. Little research has examined the social value of time spent in the school lunch room. This study examined the nature of children’s interactions, activities and experiences of mealtimes and their perceptions of the value of social experiences during these times. A total of 316 9-10-year-old pupils (53% girls) from 11 classes in 4 schools completed closed response questionnaires and 16 children were subsequently interviewed to provide detailed information about the nature of their mealtime experiences, interactions and activities with peers and how these relate to feelings about school. Findings indicate that most children enjoy mealtimes because of the opportunity they provide to be with and converse with friends and other peers about the issues that are significant to them. These social occasions overlap with playground life but are distinctive and afford children different social opportunities and activities. The relative freedom offered in these settings make them important sites for peer relations processes and co-construction of peer culture. Findings are discussed in the light of suggestions that mealtimes should be managed for social and educational purposes.

Got Milk? Using Nudges to Reduce Consumption of Added Sugar

The National School Lunch Program (NSLP) is a federal food assistance program that serves over 30 million children in the United States annually. Yet the impact of NSLP on nutritional intake may be limited because children frequently do not choose the healthier offerings or waste large portions of their meal. In this article, we study whether we can improve the impact of the NSLP on child food choice through low‐cost nudges. We conduct a field experiment in a school lunchroom with 2,500 children, evaluating the impact of informational prompts on milk choice and consumption over two weeks. We find that prompts alone increase the proportion of children choosing and consuming the healthier white milk relative to sugar‐sweetened chocolate milk from 20% in the control group to 30% in the treatment groups. Adding health or taste messaging to the prompt does not seem to make a difference. We survey students and find that most prompts affect perceived healthfulness of the milk, but not perceived taste. Finally, we find that the prompts are nearly as effective as a small nonmonetary incentive.

Building Relationships and Capacity in Rural Lunchrooms: Lessons from a Process Evaluation of a Pilot Behavioral Economics-Based Intervention

ABSTRACTWe aimed to describe the successes and challenges of implementing a pilot program by working with students and food service staff in four rural high schools to encourage healthy eating among rural adolescents. The pilot program engaged students and school food service directors (FSDs) in identifying and making changes to the school lunchroom environment based on behavioral economics. As part of a multi-method evaluation, we conducted interviews with FSDs and staff, held focus groups with students, and recorded our observations as researchers. The lessons learned highlighted the importance of (1) the FSD’s role in the school, (2) a faculty partner involved in the project, (3) the characteristics of the student group, and (4) setting realistic goals for the students. Our findings can guide future interventions designed to improve food choices in school lunchrooms and increase adolescents’ fruit and vegetable consumption.

Analysis of Waiting Time and its Associated Factors at School Lunch Room Using Ultrasonic and Noise Sensors

Analysis of Waiting Time and its Associated Factors at School Lunch Room Using Ultrasonic and Noise Sensors

The Effect of Vermicomposting Knowledge and Visual Cues on Fruit Consumption in the Middle School Lunch Room

Adolescents do not consume the recommended daily amount of whole fruit. As part of the effort to improve the dietary choices of adolescents, traditional nutrition education alone has not been successful. School cafeterias are a strategic place to focus efforts to promote positive behavior change at the site of students’ food selection and consumption. Garden-based sustainability programs correlate with the state-mandated science standards taught in the middle school classroom and have been effective at increasing fruit consumption in children. This study measured the effect of a vermicomposting model on whole fruit consumption in the middle school lunch room. Students were introduced to the concept of vermicomposting in the classroom through a lesson plan. Students were invited to participate in the vermicomposting process by contributing their fruit scraps to a worm bin that was placed in the school cafeteria for the duration of the study. A significant increase in familiarity with the topic of vermicomposting was observed after implementation of the lesson plan. Compared to baseline, the control school experienced an overall increase in fully consumed and partially consumed fruit, while the intervention school experienced a simultaneous decrease in consumption. No significant changes in fruit selection were observed.

Strategies that Increase Vegetable Selection at School Lunchroom Salad Bars

Strategies that Increase Vegetable Selection at School Lunchroom Salad Bars

Modeling Positive Behavior: Beyond the School Lunchroom

Modeling Positive Behavior: Beyond the School Lunchroom

How Do Informational Prompts Affect Choices in the School Lunchroom?

Obesity rates have doubled in the last forty years, and a major cause is the consumption of sugar-sweetened beverages. In this paper, we identify channels through which information – about health benefits or taste - affects beverage choice. We conduct a field experiment in a school lunchroom with 2,500 children, evaluating the impact of informational prompts on beverage choice and consumption over 2 weeks. We find that prompts alone increase the proportion of children choosing and consuming the healthier white milk relative to sugar-sweetened chocolate milk from 20% in the control group to 30% in the treatment groups. Adding health or taste messaging to the prompt does not seem to make a difference. We survey students and find that most prompts affect perceived healthfulness of the milk, but not perceived taste. Finally, we find that the prompts are nearly as effective as a small non-monetary incentive.

A Field Experiment on the Impact of Incentives on Milk Choice in the Lunchroom

Almost a third of US children ages two to nineteen are deemed overweight or obese, and part of the problem is the habitual decision to consume high-calorie, low-nutrient foods. We propose that the school lunchroom provides a “teachable moment” to engage children in making healthful choices. We conduct a field experiment with over 1,500 participants in grades K to 8 from low-income households in the Chicago Heights, Illinois, School District and then evaluate the impact of small nonmonetary incentives on the selection of milk in the school lunchroom. At baseline, only 16 percent of children select white milk relative to 84 percent choosing chocolate milk. We find a significant effect of incentives, which increase white milk selection by 2.5 times, to 40 percent. One concern with incentives is that they may decrease intrinsic motivation to eat healthy, called “crowd-out of intrinsic motivation.” However, we do not find evidence of “crowd-out”; rather, we see some suggestive evidence of the positive habit forming effect of incentives.

Smarter Lunchrooms Randomized Control Trial: Results From Year 3

In Year 3, the objective was to determine the impact of combining multiple Smarter Lunchroom interventions on the selection and consumption of healthy food items in the school lunchroom. This design was informed by the positive results of single Smarter Lunchroom protocols in Year 2. In partnership with Cornell Cooperative Extension, 11 middle schools from urban and rural districts in Western New York participated in the project during the 2014-2015 school year. Using a cross-over design, 5 schools received the intervention in the fall, and 6 schools received the intervention in the spring. The intervention combined Smarter Lunchroom protocols targeted at increasing the convenience, visibility, and attractiveness of fruits, vegetables, and white milk. Selection, waste, and consumption of food items were measured by trained researchers using the quarter-waste method of visual estimation to determine tray waste. Results were compared between treatment and control schools. Early results show that the interventions had a positive effect on fruit selection and waste. These results indicate that students both selected and ate more fruits. Some of the schools also saw positive effects on the waste of vegetables and white milk, indicating that students at these schools also ate more of these items.

Is Your Child’s Lunchroom Smart? Assessing the Reliability of a Scorecard Approach for Rating School Lunchrooms

How reliable is a scorecard approach for rating whether a school lunchroom is helping to make kids healthy or make them heavy. In 2013, the Smarter Lunchroom approach widely released a 100-point scorecard of suggested, research-based behavioral changes that would make it easier for kids to make healthier choices. This research examines which changes schools found easiest to make and if such a scorecard could be reliably used to rate a school lunchroom’s effectiveness in making these changes. First, eight untrained coders used both an abbreviated scorecard and a 100-point scorecard to score three schools. Second, a national sample of 8243 Food Service Directors were contacted and asked to self-scored their lunchroom using the abbreviated scorecard. Inner-rater reliability and the adoption incidence of different changes across a wide variety of schools. In pilot tests, inner-rater reliability was respectably high. The survey of the Food Service Directors confirmed that these implementation of changes varied across schools (p<.0010) with high schools being the most variable. The biggest predictor of the awareness of the scorecard was highly related to whether a food service director is a member of organizations such as School Nutrition Association, Society for Nutrition Education and Behavior, and Academy of Nutrition and Dietetics (p = .02). Scorecards can be a reliable way to rate how well a school cafeteria is helping children make healthier choices. Perhaps the strongest predictor of the awareness and use of these scorecards is whether the food service director is a member of a professional association.

Unthinking survivalism: Inner climate change

Dear Climate is a project with many incarnations. Comprised of 68 posters and six audio works to date, the work is designed to flex its nimble agitation/meditation muscles in a variety of urban and urbane formats. We prefer the abject, provocative, strange and lonely: a windswept street; a drift of papers, layers of peeling posters; headphones dangling from inside the janitor’s closet. Dear Climate might find its way into an alleyway or a gallery, as a graffiti-walled midnight wheat-paste operation, or as a mysterious alien listening pod floating in a city park pond. It could be dropped from an airplane, or it might appear disguised as an outhouse adjacent to a museum gallery. The posters can be printed from your computer, hung up in your workplace cafeteria or school lunchroom, sheet-mulched into your neighborhood carbon capturing food forest or slipped into the magazine rack at a freeway filling station. The podcasts that are also part of the online Dear Climate project may be used for group meditations at weddings, picnics, concerts, sports events, raves and retreats, or you might enjoy them while lying in your bathtub (empty or full). See www.dearclimate.net/#/homepage.

Effects Of Dual-tasking On Stability During Walking In Children With Cerebral Palsy

Background: Many children with Cerebral Palsy (CP) have impaired walking abilities associated with poor maintenance of balance. Such impairments unseen in typically developing children include reduced walking speed, reduced step length, and wider step width. Further, dual-tasking has been associated with reductions in walking speed, stride length, step width and toe clearance compared to normal walking in children with CP but not in typically developing children. However, little is known about the effects of dual-tasking on other balance characteristics during walking in this population. PURPOSE: To examine the effects of dual-tasking on stability (dynamic balance) during walking in children with CP. METHODS: Five assenting children with CP (four boys, one girl; 7.0 ± 0.9 yrs, 125.7 ± 6.5 cm, 26.0 ± 4.5 kg) participated in the experiment and walked four times across a 3.4 m GAITRite® instrumented walkway system (CIR Systems Inc., GAITRite, Sparta, NJ; 120 Hz) at their self-selected speed. Next, participants completed the same walking protocol while simultaneously carrying a tray, similar to what they might do in a school lunchroom. Foot pressure data were extracted and analyzed by footfall (minimum 12 strides per participant) to compare velocity, unilateral step width, stride width, and base of support width for each condition. Data were evaluated using a single-subject procedure (Model Statistic, α = 0.05). RESULTS: Walking velocity decreased significantly when dual tasking for two children (44.0 cm/sec and 40.7 cm/sec, respectively; p < 0.05) while two other children elicited a significant velocity increase (9.4 cm/sec and 12.5 cm/sec, respectively; p < 0.05). Three children reduced base of support when dual-tasking (2.9 ± 2.8 cm, 5.1 ± 4.2 cm, 7.6 ± 7.5 cm, respectively; p < 0.05). Stride width was reduced in two children as a result of the dual-tasking condition (3.7 ± 1.8 cm and 2.3 ± 3.2 cm, respectively; p < 0.05), and one of five children showed reduced step width (9.7 ± 5.1 cm; p < 0.05). CONCLUSION: This dual-tasking condition significantly altered dynamic balance characteristics in children with CP, most notably velocity, base of support, and stride width. Whether this was a function of the observed change in self-selected walking velocity or a characteristic of the population warrants further investigation.

When Incentives Backfire: Spillover Effects in Food Choice

How do peers influence the impact of incentives? Despite much work on incentives, little is known about the spillover effects of incentives. We investigate two mechanisms by which these effects can occur: through peers' actions and peers' incentives. In a field experiment on snack choice (grapes versus cookies), we randomize who receives incentives, the fraction of peers incentivized, and whether or not it can be observed that peers' choices are incentivized among over 1,500 children in the school lunchroom. Incentives increase the likelihood of initially choosing grapes. However, peer spillover effects can be large enough to undo these positive effects.

Chefs Move to Schools: a pilot study of the influence of outside chefs on school lunchroom behavior (808.11)

Objective: Since the announcement of the Chefs Move to School program, little research has been done to document its impact on student behaviors. The objective of this study was to examine how a professional chef’s dish affects student behaviors in school lunchrooms.Methods: A high school in Western New York invited a local chef to use school cafeteria ingredients to create an entrée compliant with school lunch regulations. On a pre‐determined Thursday, the chef agreed to prepare three types of pizzas that would be served with the other standard entrées. In this school, pizza was Thursday’s main entrée. Lunch sales and consumption data were collected for 370 students on days when the standard pizza was served and on the one day when the chef‐created pizza was served. Before‐after analyses were utilized to document differences in lunch sales and consumption.Results: High school students were 18% more likely to select the pizza prepared by the chef (p=0.022). Interestingly, among students who purchased lunch at least once during the study days, there was a 20% increase in the chance these students purchased a school lunch (p&lt;0.001), suggesting an increased interest among these students. In terms of consumption, 68% of students ate their whole entrée and these students ate nearly 17% more vegetables (p=0.02) when the chef’s entrées were served. Moreover, these students also ate 13% more of their snacks (p=0.011) when the ne entrées were offered.Conclusions and Implications: This study provides evidence that guest chefs can increase participation among high school students in the school lunch program. In addition, students may eat a healthier meal, though particular attention should be paid to potentially less nutritious items students enjoy eating with the new dish.