Journal of School Health
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Factors in Adolescent Drinking/Driving: Binge Drinking, Cigarette Smoking, and GenderABSTRACT: During three consecutive years, 3,137 high school seniors from three graduating classes in one Michigan county were surveyed. The primarily White sample reported their use of alcohol and cigarettes, driving experience, and drinking/driving experience. Survey data were linked with state driver history records. Fully one‐third of the high school seniors reported driving after drinking in the past six months. To identify factors associated with self‐reported drinking/driving, correlation and regression analyses were conducted. Frequent binge drinking and riding with a drinking driver were consistent factors in driving after drinking frequency. Being male, smoking cigarettes, having frequent use of a motor vehicle, having a driving offense on record, and number of years licensed were important correlates, varying by year of graduation. Comprehensive interventions to moderate drinking, smoking, and driving after drinking are needed.
Journal of School Health - Tập 66 Số 7 - Trang 254-260 - 1996
Is the Balanced School Day Truly Balanced? A Review of the Impacts on Children, Families, and School Food EnvironmentsABSTRACT BACKGROUND The Balanced School Day (BSD ) is a scheduling policy that has the potential to impact children's food behaviors because students are provided with two 20‐minute eating opportunities versus the traditional 20‐minute lunch. METHODS We aim to raise awareness of this grassroots academic policy and its potential consequences to inform future decision making and minimize potential unintended negative health consequences. RESULTS While there is limited research on this schedule, it has been shown that there is less time lost in transition from classroom to recess. Perception surveys have shown that principals and custodians are the most satisfied, followed by parents, teachers, and secretaries, with students being the least satisfied. The BSD is also perceived to improve organization of instructional time, playground cleanliness, and student concentration. Despite these purported benefits, there is limited data on the impact of the BSD on children's eating habits, physical activity, and body mass index (BMI ). While 1 study reported fewer pedometer‐measured step counts during breaks in the BSD , more research is needed on the impact of this alternative schedule on children's food intake and BMI . CONCLUSIONS School and public health professionals must advocate for “health impact assessments” to assess the health effects of this policy.
Journal of School Health - Tập 85 Số 6 - Trang 405-410 - 2015
Changes in Weight Over the School Year and Summer Vacation: Results of a 5‐Year Longitudinal StudyABSTRACT BACKGROUND Evidence suggests that children gain more weight during the summer months compared with the school year. To examine the impact of the school and summer environment on children's weight further, we conducted a 5‐year longitudinal study examining changes in standardized BMI (zBMI ) of students entering kindergarten. METHODS Heights and weights were obtained at the beginning and end of each school year for 3,588 ethnically diverse (Caucasian: 27.2%, Black: 29.0%, Hispanic: 26.4%, and Asian 17.4%) students aged 5‐7. RESULTS A significant difference in change in zBMI during the school and summer months was found (−0.52, 95% CI : −0.59 to −0.45, p < .001; Wald χ2 = 171.89, p < .001). Overall, children decreased BMI percentile during time spent in school by 1.5 percentile points and increased by 5.2 percentile points during summer months. Differences in the velocity of weight gain were found across weight classification categories with only overweight and obese children decreasing their zBMI during the school year. CONCLUSION Time spent in school was shown to have a beneficial impact on students' weight, especially for students who were overweight or obese. However, these results are alarming because weight gain during elementary school occurs primarily during the relatively short span of summer break.
Journal of School Health - Tập 83 Số 7 - Trang 473-477 - 2013
Weight‐Related Behaviors When Children Are in School Versus on Summer Breaks: Does Income Matter?ABSTRACT BACKGROUND Income disparities in US youth in academic achievement appear to widen during the summer because of discontinued learning among children from lower‐income households. Little is known about whether behavioral risk factors for childhood obesity, such as diet and physical activity, also demonstrate a widening difference by income when children are out of school. METHODS Data from US children in grades 1‐12 in the National Health and Nutrition Examination Survey 2003‐2008 (N = 6796) were used to estimate screen time, moderate‐to‐vigorous physical activity (MVPA ), and consumption of calories, vegetables, and added sugar. Linear regression was used to compare among children of households ≤185% and >185% poverty, as well as during the school year versus on school breaks. RESULTS Children surveyed during summer breaks consumed fewer vegetables (−0.2 cups/day) and more added sugar (+2.1 teaspoons/day), were more active (+4.6 MVPA minutes/day) and watched more television (+18 minutes/day). However, the nonsignificant interaction between school breaks and income indicated that lower‐income students were not “less healthy” than higher‐income students during the summer breaks. CONCLUSION Obesity‐related risk factors were more prevalent during the summer and among lower‐income youths, but the income disparity in these behaviors was not exacerbated when schools are not in session.
Journal of School Health - Tập 85 Số 7 - Trang 458-466 - 2015
Examining School‐Based Pedometer Step Counts Among Children in Grades 3 to 6 Using Different TimetablesBACKGROUND: Advocates for the implementation of the Balanced School Day (BSD) schedule argue that this schedule will increase opportunities for physical activity. However, the relationship between this scheduling change and its impact on physical activity has not been examined. Thus, this study assessed levels of physical activity in students attending 2 different schools: 1 using the BSD and the other using the Traditional School Day (TSD) schedule.METHODS: Participation of students between grades 3 and 6 was sought. Data were collected over 4 school days using pedometers. Independent Sample t tests and 1‐way analysis of variance (ANOVA) were performed.RESUTLS: A total of 117 students participated. Overall, average daily step counts for boys (6972 ± 1952) were significantly higher than girls (5742 ± 1495; p < . 001). These average step counts represent 47% and 48% of the recommended amount of steps needed for health benefits for children between the ages of 6 and 12. The average daily step count for students using the BSD schedule was 6017 (±1666), while the average daily step count for students using the TSD schedule was 6788 (±1987). The difference in steps (771) was statistically significant (p = .03).CONCLUSIONS: These results do not support claims that the BSD offers increased physical activity. In fact, these results suggest that students enrolled in schools using the BSD schedule may have reduced daily physical activity. In addition, these results demonstrate that overall school‐based physical activity is less than half of the recommended level; independent of school scheduling.
Journal of School Health - Tập 82 Số 7 - Trang 311-317 - 2012
School Travel Planning: Mobilizing School and Community Resources to Encourage Active School Transportation
Journal of School Health - Tập 81 Số 11 - Trang 704-712 - 2011
Implementing a Nutrition and Physical Activity Curriculum in Head Start Through an Academic‐Community PartnershipABSTRACT BACKGROUND Schools may be an effective avenue for interventions that prevent childhood obesity. I am Moving I am Learning/Choosy Kids © (IMIL/CK) is a curriculum recommended by Head Start (HS) for education in nutrition, physical activity, and healthy lifestyle habits. METHODS We formed an academic‐community partnership (ACP), the Springfield Collaborative for Active Child Health, to promote prevention of childhood obesity, in part, to implement the IMIL/CK curriculum in local HS sites. The ACP included a medical school, HS program, public school district, and state health department. RESULTS Community‐based participatory research principles helped identify and organize important implementation activities: community engagement, curriculum support, professional teacher training, and evaluation. IMIL/CK was piloted in 1 school then implemented in all local HS sites. All sites were engaged in IMIL/CK professional teacher training, classroom curriculum delivery, and child physical activity assessments. Local HS policy changed to include IMIL/CK in lesson plans and additional avenues of collaboration were initiated. Furthermore, improvements in physical activity and/or maintenance or improvement of healthy weight prevalence was seen in 4 of the 5 years evaluated. CONCLUSIONS An ACP is an effective vehicle to implement and evaluate childhood obesity prevention programming in HS sites.
Journal of School Health - Tập 87 Số 6 - Trang 465-473 - 2017
Teaching Healthy Eating to Elementary School Students: A Scoping Review of Nutrition Education ResourcesABSTRACT BACKGROUND School‐based programs represent an ideal setting to enhance healthy eating, as most children attend school regularly and consume at least one meal and a number of snacks at school each day. However, current research reports that elementary school teachers often display low levels of nutritional knowledge, self‐efficacy, and skills to effectively deliver nutrition education. METHODS The purpose of this review was to understand the availability and quality of resources that are accessible for elementary school teachers to use to support curriculum delivery or nutrition education programs. The review included 32 resources from 4 countries in the final analysis from 1989 to 2014. RESULTS The 32 resources exhibited 8 dominant teaching strategies: curriculum approaches; cross‐curricular approaches; parental involvement; experiential learning approaches; contingent reinforcement approaches; literary abstraction approaches; games‐based approaches; and web‐based approaches. The resources were accessible to elementary school teachers, with all the resources embedding curriculum approaches, and most of the resources embedding parental involvement strategies. CONCLUSIONS Resources were less likely to embed cross‐curricular and experiential learning approaches, as well as contingent reinforcement approaches, despite recent research suggesting that the most effective evidence‐based strategies for improving healthy eating in elementary school children are cross‐curricular and experiential learning approaches.
Journal of School Health - Tập 86 Số 5 - Trang 334-345 - 2016
School Breakfast Program Participation and Rural Adolescents' Purchasing Behaviors in Food Stores and RestaurantsABSTRACT BACKGROUND Little is known about adolescents' food purchasing behaviors in rural areas. This study examined whether purchasing food at stores/restaurants around schools was related to adolescents' participation in school breakfast programs and overall diet in rural Minnesota. METHODS Breakfast‐skippers enrolled in a group‐randomized intervention in 2014 to 2015 (N = 404 from 8 schools) completed 24‐hour dietary recalls and pre/post surveys assessing food establishment purchase frequency. Healthy Eating Index Scores (HEI‐2010) were calculated for each student. Student‐level school breakfast participation (SBP) was obtained from school food service records. Mixed‐effects regression models estimated: (1) whether SBP was associated with store/restaurant use at baseline, (2) whether an increase in SBP was associated with a decrease in store/restaurant use, and (3) whether stores/restaurant use was associated with HEI‐2010 scores at baseline. RESULTS Students with increased SBP were more likely to decrease fast‐food restaurant purchases on the way home from school (OR 1.017, 95% CI 1.005, 1.029), but were less likely to decrease purchases at food stores for breakfast (OR 0.979, 95% CI 0.959, 0.999). Food establishment use was associated with lower HEI‐2010 dairy component scores (p = .017). CONCLUSIONS Increasing participation in school breakfast may result in modest changes in purchases at food establishments.
Journal of School Health - Tập 87 Số 10 - Trang 723-731 - 2017
A Comparison of the Gatehouse Bullying Scale and the Peer Relations Questionnaire for Students in Secondary SchoolABSTRACT Background: Bullying occurs in all schools. Measuring bullying in schools is complicated because both definitions of bullying and methods for measuring bullying vary. This study compared a brief 12‐item Gatehouse Bullying Scale (GBS) with items drawn from the Peer Relations Questionnaire (PRQ), a well‐established bullying questionnaire to measure the concurrent validity of the GBS.Methods: Year 8 secondary school students (14 years of age) in metropolitan and regional Victoria, Australia, completed questionnaires assessing being teased, being deliberately left out, had rumors spread about oneself, and/or being physically threatened or hurt.Results: The prevalence of bullying using GBS and PRQ was 57% and 61%, respectively. Percent agreement between the 2 measures was high. Agreement adjusted for chance was moderate (kappa 0.5). The GBS had good to moderate test‐retest reliability (rho 0.65).Conclusions: The GBS is a short, reliable tool measuring the occurrence of bullying in schools. As well as a global estimate of bullying, the GBS provides estimates of 2 covert and 2 overt types of bullying which can be useful for schools to better plan interventions dealing with school bullying.
Journal of School Health - Tập 77 Số 2 - Trang 75-79 - 2007
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