Wellness Policy Implementation Research Articles

School wellness team best practices to promote wellness policy implementation.

Schools with wellness teams are more likely to implement federally mandated Local Wellness Policies (LWPs, Local Education Agency-level policies for healthy eating/physical activity). Best practices have been developed for wellness teams based on minimal empirical evidence. The purpose of this study is to determine, among schools with wellness teams, associations between LWP implementation and six wellness team best practices (individually and as a sum score). An online survey targeting Maryland school wellness leaders/administrators (52.4% response rate, 2012-2013 school year) was administered that included LWP implementation (17-item scale: categorized as no, low, and high implementation) and six wellness team best practices. Analyses included multi-level multinomial logistic regression. Wellness teams were present in 311/707 (44.0%) schools, with no (19.6%), low (36.0%), and high (44.4%) LWP implementation. A sum score representing active wellness teams (mean=2.6) included: setting healthy eating/physical activity goals (66.9%), informing the public of LWP activities (71.4%), meeting ≥4times/year (45.8%), and having school staff (46.9%), parent (25.4%), or student (14.8%) representation. In adjusted models, goal setting, meeting ≥4times/year, and student representation were associated with high LWP implementation. For every one-unit increase in active wellness team sum score, schools were 41% more likely to be in high versus no implementation (Likelihood Ratio=1.41, 95% C.I.=1.13, 1.76). In conclusion, wellness teams meeting best practices are more likely to implement LWPs. Interventions should focus on the formation of wellness teams with recommended composition/activities. Study findings provide support for wellness team recommendations stemming from the 2016 Healthy, Hunger-Free Kids Act final rule.

Development and Pilot Test of the Workplace Readiness Questionnaire, a Theory-Based Instrument to Measure Small Workplaces' Readiness to Implement Wellness Programs.

To develop a theory-based questionnaire to assess readiness for change in small workplaces adopting wellness programs. In developing our scale, we first tested items via "think-aloud" interviews. We tested the revised items in a cross-sectional quantitative telephone survey. The study setting comprised small workplaces (20-250 employees) in low-wage industries. Decision-makers representing small workplaces in King County, Washington (think-aloud interviews, n = 9), and the United States (telephone survey, n = 201) served as study subjects. We generated items for each construct in Weiner's theory of organizational readiness for change. We also measured workplace characteristics and current implementation of workplace wellness programs. We assessed reliability by coefficient alpha for each of the readiness questionnaire subscales. We tested the association of all subscales with employers' current implementation of wellness policies, programs, and communications, and conducted a path analysis to test the associations in the theory of organizational readiness to change. Each of the readiness subscales exhibited acceptable internal reliability (coefficient alpha range, .75-.88) and was positively associated with wellness program implementation ( p < .05). The path analysis was consistent with the theory of organizational readiness to change, except change efficacy did not predict change-related effort. We developed a new questionnaire to assess small workplaces' readiness to adopt and implement evidence-based wellness programs. Our findings also provide empirical validation of Weiner's theory of readiness for change.

Implementation of Local Wellness Policies in Schools: Role of School Systems, School Health Councils, and Health Disparities.

Written local wellness policies (LWPs) are mandated in school systems to enhance opportunities for healthy eating/activity. LWP effectiveness relies on school-level implementation. We examined factors associated with school-level LWP implementation. Hypothesized associations included system support for school-level implementation and having a school-level wellness team/school health council (SHC), with stronger associations among schools without disparity enrollment (majority African-American/Hispanic or low-income students). Online surveys were administered: 24 systems (support), 1349 schools (LWP implementation, perceived system support, SHC). The state provided school demographics. Analyses included multilevel multinomial logistic regression. Response rates were 100% (systems)/55.2% (schools). Among schools, 44.0% had SHCs, 22.6% majority (≥75%) African-American/Hispanic students, and 25.5% majority (≥75%) low-income (receiving free/reduced-price meals). LWP implementation (17-items) categorized as none = 36.3%, low (1-5 items) = 36.3%, high (6+ items) = 27.4%. In adjusted models, greater likelihood of LWP implementation was observed among schools with perceived system support (high versus none relative risk ratio, RRR = 1.63, CI: 1.49, 1.78; low versus none RRR = 1.26, CI: 1.18, 1.36) and SHCs (high versus none RRR = 6.8, CI: 4.07, 11.37; low versus none RRR = 2.24, CI: 1.48, 3.39). Disparity enrollment did not moderate associations (p > .05). Schools with perceived system support and SHCs had greater likelihood of LWP implementation, with no moderating effect of disparity enrollment. SHCs/support may overcome LWP implementation obstacles related to disparities.

Bigger ≠ Better: The Comprehensiveness and Strength of School Wellness Policies Varies by School District Size.

District size has been shown to impact the anticipated barriers to wellness policy creation and implementation. Therefore, the purpose of the present study was to determine if strength and comprehensiveness of wellness policies differs among school districts of varying size. Wellness policies were collected from 10 large, 29 medium, and 31 small school districts in a rural Midwest state. District size was categorized by the average daily membership in grades 9-11. Polices were coded using the Wellness School Assessment Tool (WellSAT). Strength and comprehensiveness of the full policy and policy sections were compared among small, medium, and large districts using 1-way analyses of variance (ANOVAs). Data are presented as mean ± SD. Statistical significance was set at p ≤ .05. There was a difference in the total combined (p = .041), total comprehensiveness (p = .043), and total strength scores (p = .031) based on school district size, such that small districts had stronger, more comprehensive wellness policies than large districts. Section comparisons revealed the section focused on Standards for United States Department of Agriculture School Meals was primarily responsible for these differences. These data suggest smaller districts write policies that are more comprehensive to governmental standards and use more definitive language than larger districts.

Outcomes From a Montana School Wellness in Action Mini-Grant Program and Implications for Sustaining Long-Term Policy Support

ObjectiveTo provide a financial incentive to support the implementation of the federally mandated school wellness policy in Montana school districts. To learn effective methods and best practices that school districts utilize for building and sustaining a healthy school nutrition environment.DescriptionBy analyzing data from the final reports and follow-up surveys from three cycles of the School Wellness in Action mini-grant program, a summary of wellness projects, leadership methods and specific outcomes was developed. Key factors, best practices, and implications for long-term implementation of the local wellness policy and/or sustainability of a student wellness initiative were identified.EvaluationA 3 year analysis of the final report and follow-up survey of the school wellness mini grant program identified effective methods used to lead and carry out projects, mini-grant outcomes, and the implications for long-term support of the school wellness policy implementation in school districts in a rural state.Conclusions and ImplicationsThe distribution of funds through a competitive mini-grant program is an effective method for promoting student wellness programs in rural school districts. Supporting a part-time school wellness coordinator is a best practice to yield maximum impact. Use of funds to kick start a wellness initiative can also build long-term support if grassroots support is also strengthened. Farm to school programs are a growing area of interest for nutrition education and promotion in Montana schools. While long term access to funding can be a challenge, collective impact can be produced by collaborating with statewide and national partners to secure funds.FundingUSDA Team Nutrition Training Grant #CNTN-14-MT (C) ObjectiveTo provide a financial incentive to support the implementation of the federally mandated school wellness policy in Montana school districts. To learn effective methods and best practices that school districts utilize for building and sustaining a healthy school nutrition environment. To provide a financial incentive to support the implementation of the federally mandated school wellness policy in Montana school districts. To learn effective methods and best practices that school districts utilize for building and sustaining a healthy school nutrition environment. DescriptionBy analyzing data from the final reports and follow-up surveys from three cycles of the School Wellness in Action mini-grant program, a summary of wellness projects, leadership methods and specific outcomes was developed. Key factors, best practices, and implications for long-term implementation of the local wellness policy and/or sustainability of a student wellness initiative were identified. By analyzing data from the final reports and follow-up surveys from three cycles of the School Wellness in Action mini-grant program, a summary of wellness projects, leadership methods and specific outcomes was developed. Key factors, best practices, and implications for long-term implementation of the local wellness policy and/or sustainability of a student wellness initiative were identified. EvaluationA 3 year analysis of the final report and follow-up survey of the school wellness mini grant program identified effective methods used to lead and carry out projects, mini-grant outcomes, and the implications for long-term support of the school wellness policy implementation in school districts in a rural state. A 3 year analysis of the final report and follow-up survey of the school wellness mini grant program identified effective methods used to lead and carry out projects, mini-grant outcomes, and the implications for long-term support of the school wellness policy implementation in school districts in a rural state. Conclusions and ImplicationsThe distribution of funds through a competitive mini-grant program is an effective method for promoting student wellness programs in rural school districts. Supporting a part-time school wellness coordinator is a best practice to yield maximum impact. Use of funds to kick start a wellness initiative can also build long-term support if grassroots support is also strengthened. Farm to school programs are a growing area of interest for nutrition education and promotion in Montana schools. While long term access to funding can be a challenge, collective impact can be produced by collaborating with statewide and national partners to secure funds. The distribution of funds through a competitive mini-grant program is an effective method for promoting student wellness programs in rural school districts. Supporting a part-time school wellness coordinator is a best practice to yield maximum impact. Use of funds to kick start a wellness initiative can also build long-term support if grassroots support is also strengthened. Farm to school programs are a growing area of interest for nutrition education and promotion in Montana schools. While long term access to funding can be a challenge, collective impact can be produced by collaborating with statewide and national partners to secure funds.

Approaches to Enhancing Wellness Policy Implementation in Schools to Promote Healthy Behaviors and Prevent Obesity

ObjectiveTo create health promoting school environments through school-level implementation of Local Wellness Policies (LWP, federally mandated school system/district documents outlining food/physical activity/health education policies).DescriptionThe following will be examined: the impact of a school-level intervention to enhance LWP implementation by training teachers to be wellness champions/providing technical assistance to support wellness team goals/activities Wellness Champions for Change, (WCC); the added benefit of training students to be wellness champions/creating a student-led wellness teams trained in health literacy (WCC-students, WCC-S); the differential impact of LWP implementation by home/school-neighborhood environment. In the final years, curricula will be prepared for dissemination.EvaluationThrough a cluster-randomized design (elementary/middle schools within systems randomized to WCC, WCC+WCC-S, or control), student-level impact will be evaluated by following 1080 3rd/6th grade students for 2 years (5 timepoints), measuring weight status (height, weight, body composition), diet (24-hour recall-ASA-24), and physical activity (accelerometry). School-level impact (n=30) will be assessed using mixed methods (surveys, interviews, document reviews). Differential impact of the home environment will be assessed through caregiver surveys and real-time data collection among the children in their home environment (ecological momentary assessment). School-neighborhood food/physical activity environments will be characterized using GIS mapping. Dissemination strategies (online continuing education for teachers/toolkits for students) will be tested for fidelity/reach.Conclusions and ImplicationsLWPs are in place to promote health among students, however little is known about how to help schools implement LWPs and the impact of LWP implementation on student health. Findings will provide information on the student-level impact of strategies for enhancing LWP implementation, including for whom these strategies are most effective, with mechanisms planned for dissemination.FundingUSDA Grant #2016-68001-24927 ObjectiveTo create health promoting school environments through school-level implementation of Local Wellness Policies (LWP, federally mandated school system/district documents outlining food/physical activity/health education policies). To create health promoting school environments through school-level implementation of Local Wellness Policies (LWP, federally mandated school system/district documents outlining food/physical activity/health education policies). DescriptionThe following will be examined: the impact of a school-level intervention to enhance LWP implementation by training teachers to be wellness champions/providing technical assistance to support wellness team goals/activities Wellness Champions for Change, (WCC); the added benefit of training students to be wellness champions/creating a student-led wellness teams trained in health literacy (WCC-students, WCC-S); the differential impact of LWP implementation by home/school-neighborhood environment. In the final years, curricula will be prepared for dissemination. The following will be examined: the impact of a school-level intervention to enhance LWP implementation by training teachers to be wellness champions/providing technical assistance to support wellness team goals/activities Wellness Champions for Change, (WCC); the added benefit of training students to be wellness champions/creating a student-led wellness teams trained in health literacy (WCC-students, WCC-S); the differential impact of LWP implementation by home/school-neighborhood environment. In the final years, curricula will be prepared for dissemination. EvaluationThrough a cluster-randomized design (elementary/middle schools within systems randomized to WCC, WCC+WCC-S, or control), student-level impact will be evaluated by following 1080 3rd/6th grade students for 2 years (5 timepoints), measuring weight status (height, weight, body composition), diet (24-hour recall-ASA-24), and physical activity (accelerometry). School-level impact (n=30) will be assessed using mixed methods (surveys, interviews, document reviews). Differential impact of the home environment will be assessed through caregiver surveys and real-time data collection among the children in their home environment (ecological momentary assessment). School-neighborhood food/physical activity environments will be characterized using GIS mapping. Dissemination strategies (online continuing education for teachers/toolkits for students) will be tested for fidelity/reach. Through a cluster-randomized design (elementary/middle schools within systems randomized to WCC, WCC+WCC-S, or control), student-level impact will be evaluated by following 1080 3rd/6th grade students for 2 years (5 timepoints), measuring weight status (height, weight, body composition), diet (24-hour recall-ASA-24), and physical activity (accelerometry). School-level impact (n=30) will be assessed using mixed methods (surveys, interviews, document reviews). Differential impact of the home environment will be assessed through caregiver surveys and real-time data collection among the children in their home environment (ecological momentary assessment). School-neighborhood food/physical activity environments will be characterized using GIS mapping. Dissemination strategies (online continuing education for teachers/toolkits for students) will be tested for fidelity/reach. Conclusions and ImplicationsLWPs are in place to promote health among students, however little is known about how to help schools implement LWPs and the impact of LWP implementation on student health. Findings will provide information on the student-level impact of strategies for enhancing LWP implementation, including for whom these strategies are most effective, with mechanisms planned for dissemination. LWPs are in place to promote health among students, however little is known about how to help schools implement LWPs and the impact of LWP implementation on student health. Findings will provide information on the student-level impact of strategies for enhancing LWP implementation, including for whom these strategies are most effective, with mechanisms planned for dissemination.

South Carolina Team Nutrition 2014: Growing Healthy in Child Care

To provide training and technical assistance for the creation and maintenance of a healthier child care environment. Child care providers will be assisted in the development and implementation of wellness policies, provided culinary skills trainings, and educated on compliance to ABC Grow Healthy nutrition standards. Through interagency collaboration South Carolina has been strengthening its commitment to improving child health through nutrition and physical activity standards. These statewide standards are part of the Quality Rating and Improvement System (QRIS) or ABC Quality. The expected result is the creation of a supportive and sustainable child care environment that encourages and promotes healthy eating in children. Menu collection will document changes in local food procurement and foods served. A child care nutrition environment checklist will provide information on meals served, wellness policy, nutrition education, and other areas. Surveys will evaluate the number trained and training effectiveness. Technical assistance logs will record and document any changes within the child care environment. South Carolina has been using a collaborative approach in building an interagency team to promote healthy eating in child care. This has resulted in increased awareness of the importance in nutrition for child growth and development. Through continued training and technical assistance on changing the child care environment to support and promote healthy eating in children, ABC Quality has the potential to complement and extend the reach of the South Carolina Child and Adult Care Food Program (CACFP). Participation in CACFP can improve child nutrition, financial resources, and the quality of service.

Promoting resident wellness: evaluation of a time-off policy to increase residents' utilization of health care services.

To evaluate awareness and utilization of a new institutional policy to grant residents time off to access personal and family health care. In 2012, two years after policy implementation, an electronic survey was sent to all 546 residents and fellows at a tertiary care academic medical center in the United States. Residents were asked questions regarding awareness of the time-off policy, use of the policy, health care status, reasons for policy use, and barriers to use. A total of 490 (90%) residents responded. Eighty-nine percent of those surveyed were aware of the policy. Of those who were aware, 49.7% used the policy to access health care. Top reasons for policy use were for personal routine or preventive health care, dental care, and urgent health care needs. The most commonly reported barrier to policy use was concern about the impact the resident's absence would have on colleagues. Implementation of policies to prospectively schedule residents' time off during business hours to address health care needs is an important means to promote resident wellness. Such policies remove one commonly cited barrier to residents' access to health care. However, residents still reported concerns about impact on peers and patients as the main reason they were reluctant to take the time off to address their health care needs. More work is needed on both wellness policy implementation practices and on refining the systems that will allow seamless and guiltless transitions of care.

Assessing implementation of evidence-based childhood obesity prevention strategies in schools

ObjectiveResearch suggests that schools can play a key role in obesity prevention by implementing evidence-based strategies promoting student health. This study explores school climate factors underlying implementation of evidence-based health and wellness policies and practices in Kindergarten–8th grade programs in the Southwestern United States. MethodUtilizing a participatory research survey approach conducted in December 2011 with school health professionals (N=62) and a multiple regression design, a moderated predictive model of implementation climate (i.e., attitudes and beliefs about prevention, school commitment to prevention, barriers, and stakeholder collaboration) was tested. ResultsBarriers to obesity prevention efforts, such as lack of resources, support, or strategy clarity, hinder implementation of healthy food policies despite strong school commitment to prevention. Along with the commitment to prevention, stakeholder collaboration predicts physical education strategies, specifically reducing restricted access to physical education as a punishment for student misconduct. ConclusionObesity prevention strategy implementation relies on the supportiveness and structure of school climates. Barriers to prevention can impede efforts despite school commitment toward prevention, while stakeholder collaboration can enhance the likelihood that practices are in place.

The very high premature mortality rate among active professional wrestlers is primarily due to cardiovascular disease.

PurposeRecently, much media attention has been given to the premature deaths in professional wrestlers. Since no formal studies exist that have statistically examined the probability of premature mortality in professional wrestlers, we determined survival estimates for active wresters over the past quarter century to establish the factors contributing to the premature mortality of these individuals.MethodsData including cause of death was obtained from public records and wrestling publications in wrestlers who were active between January 1, 1985 and December 31, 2011. 557 males were considered consistently active wrestlers during this time period. 2007 published mortality rates from the Center for Disease Control were used to compare the general population to the wrestlers by age, BMI, time period, and cause of death. Survival estimates and Cox hazard regression models were fit to determine incident premature deaths and factors associated with lower survival. Cumulative incidence function (CIF) estimates given years wrestled was obtained using a competing risks model for cause of death.ResultsThe mortality for all wrestlers over the 26-year study period was.007 deaths/total person-years or 708 per 100,000 per year, and 16% of deaths occurred below age 50 years. Among wrestlers, the leading cause of deaths based on CIF was cardiovascular-related (38%). For cardiovascular-related deaths, drug overdose-related deaths and cancer deaths, wrestler mortality rates were respectively 15.1, 122.7 and 6.4 times greater than those of males in the general population. Survival estimates from hazard models indicated that BMI is significantly associated with the hazard of death from total time wrestling (p<0.0001).ConclusionProfessional wrestlers are more likely to die prematurely from cardiovascular disease compared to the general population and morbidly obese wrestlers are especially at risk. Results from this study may be useful for professional wrestlers, as well as wellness policy and medical care implementation.

Financial Incentives for Exercise Adherence in Adults

Less than 5% of U.S. adults accumulate the required dose of exercise to maintain health. Behavioral economics has stimulated renewed interest in economic-based, population-level health interventions to address this issue. Despite widespread implementation of financial incentive-based public health and workplace wellness policies, the effects of financial incentives on exercise initiation and maintenance in adults remain unclear. A systematic search of 15 electronic databases for RCTs reporting the impact of financial incentives on exercise-related behaviors and outcomes was conducted in June 2012. A meta-analysis of exercise session attendance among included studies was conducted in April 2013. A qualitative analysis was conducted in February 2013 and structured along eight features of financial incentive design. Eleven studies were included (N=1453; ages 18-85 years and 50% female). Pooled results favored the incentive condition (z=3.81, p<0.0001). Incentives also exhibited significant, positive effects on exercise in eight of the 11 included studies. One study determined that incentives can sustain exercise for longer periods (>1 year), and two studies found exercise adherence persisted after the incentive was withdrawn. Promising incentive design feature attributes were noted. Assured, or "sure thing," incentives and objective behavioral assessment in particular appear to moderate incentive effectiveness. Previously sedentary adults responded favorably to incentives 100% of the time (n=4). The effect estimate from the meta-analysis suggests that financial incentives increase exercise session attendance for interventions up to 6 months in duration. Similarly, a simple count of positive (n=8) and null (n=3) effect studies suggests that financial incentives can increase exercise adherence in adults in the short term (<6 months).

Effects of a Promotor Training on Local School Wellness Advocacy Capacity

There is gap between the enactment and implementation of local school wellness policies. Building the capacity of promotores to engage parents in strengthening local school wellness policy implementation is an innovative strategy. This evaluation study examines the effects of 6 hours of promotor advocacy training to improve local school wellness policy implementation. Consistent with psychological empowerment theory, the training and the related toolkit were designed to increase promotores' knowledge and self-efficacy to engage parents in advocating for improved local school wellness policy implementation. Pre-post training questionnaires (n = 74), five posttraining participant focus groups, and four staff member focus groups explored changes in promotor and participating organization capacity. Findings show increased participant self-efficacy, knowledge, and attitudes to advocate for improved local school wellness policy implementation. Participating organizations reported intention to continue supporting promotor local school wellness policy advocacy. Findings illuminate strategies to strengthen promotor capacity to engage parents in local school wellness policy advocacy.

School Wellness Policy Implementation

Although school wellness policies have the potential to transform school environments, relatively little has been written about postadoption policy implementation and evaluation (policy to practice). The authors report results of a research study that examined the implementation of school wellness policies in two school districts in northern New Mexico. Through nine key informant interviews with administrators and two focus groups with students, they found that physical activity and nutrition policies were implemented inconsistently in both districts. Study participants identified facilitating factors (e.g., champions, grant funding) and barriers (e.g., competitive food sales, lack of clarity about responsibility for policy enforcement) to policy implementation. Participants also provided recommendations to improve policy implementation, including wellness policy training for school personnel and parents, improving the taste, nutritional value of, and choices in cafeteria food; and involving the community health council to promote community understanding and support of the policies. This study underscores the need to identify and address factors involved in the successful implementation of school wellness policies, looking at schools in the larger context of their communities. It also serves as an example of the potential for communities, schools, and others to work together to address a locally identified health priority.

Factors Influencing the Implementation of School Wellness Policies in the United States, 2009

IntroductionThe quality of school wellness policy implementation varies among schools in the United States. The objective of this study was to characterize the school wellness policy environment nationally and identify factors influencing the quality and effectiveness of policy implementation.MethodsWe invited school administrators from 300 high schools to complete a questionnaire; 112 administrators responded. We performed a 2-step cluster analysis to help identify factors influencing the implementation of school wellness policies.ResultsEighty-two percent of schools reported making staff aware of policy requirements; 77% established a wellness committee or task force, 73% developed administrative procedures, and 56% trained staff for policy implementation. Most commonly reported challenges to implementation were lack of time or coordination of policy team (37% of respondents) and lack of monetary resources (33%). The core domains least likely to be implemented were communication and promotion (63% of respondents) and evaluation (54%). Cluster 1, represented mostly by schools that have taken action toward implementing policies, had higher implementation and effectiveness ratings than Cluster 2, which was defined by taking fewer actions toward policy implementation. In Cluster 1, accountability was also associated with high ratings of implementation quality and effectiveness.ConclusionThe development of organizational capacity may be critical to ensuring an environment that promotes high-quality policy implementation. Assessing, preventing, and addressing challenges; establishing clear definitions and goals; and requiring accountability for enacting policy across all core domains are critical to ensuring high-quality implementation.

Strength and Comprehensiveness of District School Wellness Policies Predict Policy Implementation at the School Level*

In 2006, all local education agencies in the United States participating in federal school meal programs were required to establish school wellness policies. This study documented the strength and comprehensiveness of 1 state's written district policies using a coding tool, and tested whether these traits predicted school-level implementation and practices. School wellness policies from 151 Connecticut districts were evaluated. School principal surveys were collected before and after the writing and expected implementation of wellness policies. Sociodemographic variables were assessed for each district, including enrollment, population density, political climate, racial composition, and socioeconomic status. Changes in school-level policy implementation before and after the federal wellness policy mandate were compared across districts by wellness policy strength; policies were compared based on district-level demographics. Statewide, more complete implementation of nutrition and physical activity policies at the school level was reported after adoption of written policies. Districts with stronger, more comprehensive policies were more successful in implementing them at the school level. Some sociodemographic characteristics predicted the strength of wellness policies. Written school wellness policies have the potential to promote significant improvements in the school environment. Future regulation of school wellness policies should focus on the importance of writing strong and comprehensive policies.

Assessing a novel application of web-based technology to support implementation of school wellness policies and prevent obesity

Childhood obesity is one of the most pressing public health concerns in the United States. Because schools are a critical site to promote wellness and prevent obesity, extensive policy and legislative efforts have focused on school-based food services, nutrition education, physical education, and overall physical activity. Unfortunately, research indicates that most of these policies prove ineffective due to insufficient implementation. A small number of web-based programs have emerged that are designed to support the implementation of school wellness policies. The purpose of the current study is to present and interpret findings from an evaluation of the web-based portion of a program implemented throughout the state of Pennsylvania. In total, 192 registered users completed a survey designed to evaluate their utilization and perceptions of the web-based features of the Health eTools for Schools program. Participants represented the following stakeholder groups: school nurses, teachers, wellness coordinators, administrators, and food service directors. Findings indicate the web-based portion of the Health eTools for Schools program is comprehensive, well-designed, and has the potential to support implementation of school wellness policies geared toward obesity prevention. At present, the web-based features are most effective in providing school nurses with tools and resources to execute their roles related to obesity prevention. Applications supporting other groups such as teachers and food service directors require further development to be equally effective. The number of programs with this focus is likely to increase and further research is needed to address other aspects of these programs as well as their impact on student level outcomes such as eating habits, body mass index, physical activity levels, and physical fitness.

The Implementation of Local Wellness Policies in Mississippi Schools

The Implementation of Local Wellness Policies in Mississippi Schools

Position of the American Dietetic Association: Local Support for Nutrition Integrity in Schools

It is the position of the American Dietetic Association (ADA) that schools and communities have a shared responsibility to provide students with access to high-quality, affordable, nutritious foods and beverages. School-based nutrition services, including the provision of meals through the National School Lunch Program and the School Breakfast Program, are an integral part of the total education program. Strong wellness policies promote environments that enhance nutrition integrity and help students to develop lifelong healthy behaviors. ADA actively supported the 2004 and proposed 2010 Child Nutrition reauthorization which determines school nutrition policy. ADA believes that the Dietary Guidelines for Americans should serve as the foundation for all food and nutrition assistance programs and should apply to all foods and beverages sold or served to students during the school day. Local wellness policies are mandated by federal legislation for all school districts participating in the National School Lunch Program. These policies support nutrition integrity, including a healthy school environment. Nutrition integrity also requires coordinating nutrition education and promotion and funding research on program outcomes. Registered dietitians and dietetic technicians, registered, and other credentialed staff, are essential for nutrition integrity in schools to perform in policy-making, management, education, and community-building roles. A healthy school environment can be achieved through adequate funding of school meals programs and through implementation and evaluation of strong local wellness policies.

Lessons From Pennsylvania’s Mixed Response To Federal School Wellness Law

Federal legislation aimed at tackling the nation's soaring childhood obesity rate through changes to school meals and nutrition and wellness programs has met with mixed results. An examination of Pennsylvania's response to the Child Nutrition and Women, Infants, and Children (WIC) Reauthorization Act of 2004, one of the most comprehensive state responses, found improvements to the nutritional quality of foods offered à la carte in conjunction with school meal programs. However, multiple weaknesses remain. Consistent wellness policy implementation steps were not followed, and there was inadequate statewide enforcement. Despite this, Pennsylvania can offer lessons for other states in moving forward with programs to promote good nutrition and wellness.

Assessing the Attitudes and Perceptions of College Stakeholders Regarding the Implementation of Wellness Policies from Eat Smart, Move More … North Carolina Worksite Wellness Program: A Survey

Assessing the Attitudes and Perceptions of College Stakeholders Regarding the Implementation of Wellness Policies from Eat Smart, Move More … North Carolina Worksite Wellness Program: A Survey