Engaging School and Family in Navajo Gardening for Health: Development of the Yéego Intervention to Promote Healthy Eating among Navajo Children

View Full Article

Authors:

India J. Ornelas, PhD, MPH Twitter
Kassia Rudd, MEd
Sonia Bishop, BS
Desiree Deschenie, BS
Emily Brown, MPH
Kevin Lombard, PhD
Shirley A. A. Beresford, PhD

Objective:

Navajo children are at increased risk for obesity, in part due to limited access to healthy foods. School garden interventions increase access to fresh fruit and vegetables and consumption of healthy foods. Our study describes the development and pilot testing of a school garden intervention for Navajo elementary school children.

Methods:

We reviewed existing school garden interventions and conducted formative research with students, caregivers, and school staff to inform the intervention. The intervention consisted of a garden built at the school and a yearlong curriculum on gardening and healthy eating. We pilot-tested the intervention in an elementary school on the Navajo Nation.

Results:

Formative research revealed the importance of incorporating Diné culture, including traditional growing practices and the preparation of traditional foods into the curriculum. School staff also stressed the value of tying the curriculum to state and Diné educational standards. Students enjoyed opportunities for hands-on activities and snack preparation.

Conclusions:

Schools have a meaningful role to play in addressing childhood obesity disparities among Navajo children. School-based interventions that draw on cultural strengths and include healthy traditional practices can be a promising strategy for increasing fruit and vegetable consumption.

Source: Health Behavior and Policy Review, Volume 8, Number 3, May 2021, pp. 212-222(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.3.3

2021-06-30T21:23:34-06:00June 30th, 2021|Community Health, Nutrition|

Can Eating Food Offered by Schools Have a Positive Influence on Nutritional Status of Children? An Example from Brazil

View Full Article

Authors:

Daniel H. Bandoni, PhD Twitter
Daniela S. Canella, PhD Twitter

Objective:

Considering that the school environment can impact food consumption and children’s weight, our aim was to evaluate the relationship between the origin of foods consumed at school and children’s nutritional status.

Methods:

We used data from the nationally representative Brazilian Household Budget Survey of children under 10 years old. The relationship between consumption of foods at school and its origin (offered by the school; taken from home; bought at the canteens) and nutritional status were evaluated using linear (BMI-for-age) and logistic (excess weight and obesity) regression models stratified by type of school (private or public).

Results:

A total of 95.5% of children referred consumption of food at school, independent of its origin, and 28.0% had excess weight and 10.2% had obesity. In private schools, 70.7% of children ate food taken from home, whereas in public schools, 90.6% of children ate food offered by the school through a school food service program. According to adjusted analyses related to public schools, consuming food offered by the school decreased BMI-for-age and the odds of having obesity. No differences were verified among children from private schools.

Conclusions:

Eating food offered by public schools seems to be better for Brazilian children’s nutritional status.

Source: Health Behavior and Policy Review, Volume 8, Number 3, May 2021, pp. 202-211(10)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.3.2

2021-06-30T23:16:36-06:00June 30th, 2021|Nutrition, School Health|

The Intersection of Education and Healthcare: Supporting Children with Chronic Health Conditions

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Arnold Olszewski, PhD, CCC-SLP Twitter
Donna R. Scarborough, PhD, CCC-SLP
Gregory A. Szumlas, MD, FAAP

Objective:

Chronic health conditions in childhood have been negatively associated with linguistic, academic, and occupational outcomes. Traditionally, categorical diagnostic approaches relying on exclusionary criteria are used in healthcare services.

Methods:

This literature review examines research from various fields to evaluate the effects of chronic illness in cognitive-linguistic development in children. We explore the implications for different conceptualizations of the term “chronic illness.” We compare categorical and non-categorical diagnostic approaches, specifically in relation to children’s academic performance.

Results:

We provide recommendations for bridging the gap between healthcare and education to provide children with chronic conditions the best chance of thriving medically and academically. Definitions of chronic illness that rely on inclusive criteria and acknowledge individual variability seem best suited for clinical practice and research.

Conclusions:

Effective supports for children with chronic illness require evidence-based treatment approaches that are tailored to the unique needs of each individual child. Educators, healthcare providers, families, and related service providers must have open lines of communication to serve children with chronic health conditions. Early identification and intervention is crucial.

Source: Health Behavior and Policy Review, Volume 8, Number 2, March 2021, pp. 184-193(10)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.2.8

2021-04-29T21:50:23-06:00April 26th, 2021|Chronic Conditions, Research Methods, Youth|

School-level Factors and Consent Form Return Rate in a School-based Vision Program

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Holly Given, BS
Amanda Neitzel, PhD
Ahmed F. Shakarchi, MBChB, MPH
Megan E. Collins, MD, MPH Twitter

Objective:

School-based vision programs provide care directly in schools. Parental consent is typically required for student participation. In this paper, we examine school-level factors associated with consent form return.

Methods:

We included 123 schools served by a vision program in Baltimore, Maryland between the 2016-17 and 2018-19 school years. Multiple linear regression modeling was used to examine the associations between consent return rate and school type (elementary, elementary/middle or middle school), school size, student attendance, student mobility, percent of students in special education, poverty (percent eligible for free and reduced-price lunch), teacher qualifications, parent response rate to annual school climate survey, vision screening failure rate, and year of vision program participation (cohort).

Results:

The final model explained 26.2% of variability in consent return rate. Overall consent return rate was 57.8% (range 9.4%-100%). School size (β = -2.419, p < .01) and cohort (βCohort2 = 11.988, p < .01) were significantly associated with consent rate. Whereas poverty (β = 0.225, p < .10) and mobility (β = -0.647, p < .10) were relevant, they did not reach statistical significance.

Conclusions:

School-level factors are significantly associated with consent form return rates. School-based vision programs should consider additional measures to increase consent form return, especially in larger schools and schools with high rates of student mobility.

Source: Health Behavior and Policy Review, Volume 8, Number 2, March 2021, pp. 148-158(11)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.2.5

2021-04-30T14:04:40-06:00April 26th, 2021|Research Methods, Vision Health|

School Personnel’s Responses to School-based Vaping Prevention Program: A Qualitative Study

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Hongying Dai, PhD
Athena Ramos, PhD
Niran Tamrakar, MA
Marshall Cheney, PhD
Kaeli Samson, MA, MPH
Brandon Grimm, PhD

Objective:

In this qualitative study, we sought to assess 3 topics of interest: (1) current status of vaping and school-based prevention; (2) school personnel’s perceptions of vaping; and (3) challenges in implementing school-based vaping prevention programs.

Methods:

We conducted 5 focus groups using a semi-structured interview guide during October through December 2019. School personnel (eg, principals, teachers [N = 32]) from 30 middle and high schools were recruited across diverse regions in Nebraska.

Results:

Eight themes arose from the thematic analysis in 3 topic areas. School personnel attributed student vaping to easy access, low perception of harm, addiction, and proliferation of stealthy products for concealed use. Whereas schools showed strong support for addressing youth vaping on school grounds, few schools had adopted a comprehensive e-cigarette prevention and cessation program. The top challenges to current school-based vaping prevention programs include lack of time, knowledge, and coordinated efforts. Participants also recognized the significance of parental engagement in the prevention effort.

Conclusions:

There is a considerable variation in school policies and actions to address youth vaping. An evidence-based youth vaping program that involves schools, parents, students, and communities needs to be developed and disseminated in school settings.

Source: Health Behavior and Policy Review, Volume 8, Number 2, March 2021, pp. 130-147(18)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.2.4

2021-04-29T21:58:28-06:00April 26th, 2021|School Health, Tobacco|

A Pilot Study of a Comprehensive School Physical Activity Program in Elementary Schools: Be a Champion!

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Justin B. Moore, PhD, MS, FACSM Twitter
R. Glenn Weaver, PhD, MEd
Beverly J. Levine, PhD
Camelia R. Singletary, MPH
Russell L. Carson, PhD
Michael W. Beets, PhD, MPH, MEd
Darla M. Castelli, PhD
Aaron Beighle, PhD
Russell R. Pate, PhD

Objective:

In the present study, we sought to determine if a comprehensive school physical activity program (CSPAP) delivered using the Be a Champion! (BAC) framework was effective in increasing moderate-to-vigorous physical activity (MVPA) and decreasing sedentary time in elementary school youth.

Methods:

We implemented a CSPAP in 3 elementary schools to determine its effectiveness to youth behaviors compared to 2 control schools. Youth physical activity was assessed via accelerometry in spring 2015 and spring 2016 during school hours on school days. Implementation of the BAC components and youth behavior was assessed through direct observation from fall 2015 through winter 2016.

Results:

In a multilevel, mixed model examining the effects of intervention, we found no statistically significant effect of the intervention on overall MVPA. However, a significant increase in MVPA was observed among girls (but not boys) in the intervention schools relative to controls. No differences in sedentary behaviors were observed by group.

Conclusions:

CSPAP implementation may be effective in reducing sedentary time and increasing MVPA in girls, but not boys. Research is necessary to increase implementation dose and fidelity to best practices in physical activity promotion.

Source: Health Behavior and Policy Review, Volume 8, Number 2, March 2021, pp. 110-118(9)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.2.2

2021-04-29T22:00:01-06:00April 26th, 2021|Physical Activity, School Health|

Utilizing Partnerships to Identify Community Needs and Analyze Network Collaboration in Public Health

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Daenuka Muraleetharan, PhD
Ellen Jones, PhD
Josh McCawley, MPH
Katherine Ferrell Fouquier, CNM, PhD, FACNM
Whitney Garney, PhD, MPH
Kelly Wilson, PhD, MCHES

Objective:

LinkedUp is a multi-sector partnership focused on linking older teens (ages 17-19) to sexual and reproductive health (SRH) services at school-based health centers (SBHCs) in Mississippi. The purpose of this study was to examine key partnerships in LinkedUp development, focusing on community needs that initiated the formation of the partnership, and patterns of collaboration among these partners.

Methods:

In 2018, researchers conducted interviews (N = 3) and focus groups (N = 9) with Mississippi school administrators and high school and college students. In 2019, evaluators examined collaboration between these community partners (N = 6) using an interorganizational network analysis survey.

Results:

Thematic analyses of qualitative data indicated a need to commit to linking older teens to SRH services by increasing communication/planning among community stakeholders. Network analysis scores included an average network density of 1, strength of tie of 3.04, and degree centrality of 4.6 (SD = 1.4) for partners.

Conclusions:

Our findings illustrate how community stakeholders inform the development of a public health program as critical partners during both needs assessment and program development phases. This information can be used by practitioners and policymakers interested in addressing complex, community-level health issues.

Source: Health Behavior and Policy Review, Volume 8, Number 1, January 2021, pp. 48-59(12)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.1.5

2021-04-29T22:01:17-06:00February 22nd, 2021|Community Health, Program Planning|

An Evidence Base for School Health Policy during the COVID-19 Pandemic

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

Saif Badran, MD, MRCS(Ed)*
Omran A.H. Musa, MA* Twitter
Somaya Al-maadeed, PhD, SMIEE
Egon Toft, MD, PhD
Suhail A. Doi, MBBS, PhD

* These authors contributed equally.

Objective:

Children represent a small fraction of confirmed COVID-19 cases, with a low case fatality rate (CFR). In this paper, we lay out an evidence-based policy for reopening schools.

Methods:

We gathered age-specific COVID-19 case counts and identified mortality data for 14 countries. Dose-response meta-analysis was used to examine the relationship of the incremental case fatality rate (CFR) to age. In addition, an evidence-to-decision framework (EtD) was used to correlate the dose-response data with other epidemiological characteristics of COVID-19 in childhood.

Results:

In the dose-response analysis, we found that there was an almost negligible fatality below age 18. CFR rose little between ages 5 to 50 years. The confidence intervals were narrow, suggesting relative homogeneity across countries. Further data suggested decreased child-hood transmission from respiratory droplets and a low viral load among children.

Conclusions:

Opening up schools and kindergartens is unlikely to impact COVID-19 case or mortality rates in both the child and adult populations. We outline a robust plan for schools that recommends that general principles not be micromanaged, with authority left to schools and monitored by public health authorities.

Source: Health Behavior and Policy Review, Volume 8, Number 1, January 2021, pp. 40-47(8)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.1.4

2021-04-29T22:02:20-06:00February 22nd, 2021|COVID19, Health Policy, School Health|

North American Jewish Day Schools’ Online Promotion of Physical Education

View Full Article
An Open Access article published in the Health Behavior and Policy Review Journal.
The full article is available as a PDF download.

Authors:

David Kahan, PhD
Thomas L. McKenzie, PhD
Roman Fedoriouk

Objective:

Parents and other stakeholders regularly view school websites for important information including curricula. Over 300,000 students are enrolled in North American Jewish day schools, but little is known about schools’ online promotion of physical education (PE). We conducted a content analysis of the mention of various PE characteristics and their association with school characteristics.

Methods:

We systematically tallied mention of 7 PE characteristics and 4 school characteristics on the websites of 516 Jewish day schools located in 237 North American cities. Descriptive statistics and cross-tabulations were used to analyze proportions for each characteristic and associations among them.

Results:

PE and curriculum were the only characteristics mentioned on over 50% of the websites. The mention of 4 PE characteristics (health messaging, facilities, PE, curriculum) was strongly associated with the religious affiliation of schools. Specifically, websites of liberal schools and traditional schools were more and less likely, respectively, to mention the characteristics.

Conclusions:

The websites of Jewish day schools insufficiently promoted PE characteristics with large differences based on religious affiliation. Surveying school officials responsible for website content about their beliefs on PE generally and the appropriateness of websites for promoting it may help inform strategies for boosting its online presence.

Source: Health Behavior and Policy Review, Volume 8, Number 1, January 2021, pp. 28-39(12)
Publisher: Paris Scholar Publishing Ltd.
DOI: https://doi.org/10.14485/HBPR.8.1.3

2021-04-29T22:03:27-06:00February 22nd, 2021|Physical Activity, School Health|
Go to Top