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Objective: Seasonal influenza is a preventable disease that may cause high morbidity and mortality. In the USA, the 2020 influenza season overlapped with the first wave of coronavirus disease 2019 (COVID-19) pandemic. There is a dearth of research on understanding influenza vaccination uptake and attitudes towards the vaccine among marginalised communities in the USA. The aim of this study was to examine general knowledge, misconceptions about, and barriers to influenza vaccination and determine if flu education delivered via trusted messengers improved knowledge among Asian Americans. Design: Quantitative prospective pre- and post-test design. Setting: Asian American communities in Metro Detroit area, Hamtramck, and Kent County in Michigan. Method: The study started with a training event in which 26 community leaders were trained to become trusted messengers to disseminate flu education. A total of 260 Asian American participants subsequently completed pre- and post-education surveys. Results: Asian Americans in the study reported low flu vaccination rate (48.5%). Reasons varied but included access-related issues (e.g. no access and no insurance) and health literacy (did not know they needed it). After education by trusted messengers, the paired "t" tests measuring improvement between pre- and post-survey scores showed a significant improvement (p < 0.05) for all of the knowledge items. Conclusion: Educational campaigns using targeted messages to address specific barriers and acknowledge individuals' concerns regarding misconceptions while providing equitable vaccine access can be key for the successful implementation of vaccination programmes.

Developing healthy eating habits in childhood may support future healthy food choices. With most children spending some time outside of the home, child care facilities have the opportunity to positively influence children's eating habits. The purpose of this paper is to review recent research regarding foods served in child care settings and determine the nutritional quality of foods served. The Child and Adult Care Food Program (CACFP) is a government program that supports child and adult day care facilities by providing reimbursement for adhering to specific meal and snack nutrition guidelines. Our review found that children in facilities participating in the CACFP are served more nutritious meals than non-CACFP facilities because of the requirement to serve nutrient-dense foods. The literature indicates a need for additional training and education on menu creation and actually serving menued foods, as well as strategies to help children increase their vegetable consumption.

Peer-reviewed research on the effectiveness of salad bars for increasing fruit and vegetable (F/V) intake is limited. This commentary discusses current evidence regarding the effectiveness of salad bars in increasing F/V selection and consumption, thereby reducing food waste. Key findings from this review of the research are that salad bars in schools: (1) are increasing in prevalence; (2) are more prevalent in schools participating in assistance and resource programs; (3) increase selection of F/V; and (4) have an inconclusive effect on F/V consumption and waste. To maximize potential for salad bars in schools to positively influence F/V consumption, additional strategies have been recommended. These strategies include encouragement for F/V intake via marketing, education, signage, and family/peer support. The use of salad bars as a strategy to improve F/V selection and consumption should be continuously evaluated to determine efficacy and identify potential improvements.

Over 50 million Americans have a food allergy to one or more foods (Berdanier, 2017). Approximately 1 in 25 school-aged children are diagnosed with food allergies (Sicherer, Mahr, & The Section on Allergy and Immunology, 2010), while 25% of children may not experience a reaction until later in life (Leo & Clark, 2017). A food sensitivity or intolerance, on the other hand, can be defined as any undesired reaction to a food or food group (Berdanier, 2017). As of now, research regarding school nutrition professionals' knowledge of food sensitivities, food intolerances, and food trends that may affect students' food preferences is not available. Yet, food trends show that some consumers are demanding specialized diets including milk/dairy alternatives, meat alternatives, as well as foods that align with Whole30, and low-FODMAP diets (Brissette, 2018). Because of this demand, there is a need for training school nutrition personnel about food sensitivities as well as new food trends, in addition to food allergy training.

PURPOSE/OBJECTIVES School nutrition (SN) assistants/technicians are vital to the operation of successful school nutrition programs. The objective of this study was to update the 2006 Competencies, Knowledge, and Skills (CKS) needed by effective SN assistants/technicians. Changes in SN programs since 2006, including the implementation of Professional Standards for School Nutrition professionals, necessitated the research process and updates to this essential piece of information used by SN professionals. METHODS Research was conducted in three phases with a diverse group of SN directors and supervisors (n= 41) from all seven United States Department of Agriculture (USDA) Food and Nutrition Service regions as follows: Phase I included a literature review, four case study site visits, collection and review of job descriptions, and an expert work group of SN directors (via email) whose members identified functional areas for SN assistants/technicians. Phase II included a face-to-face, expert work group tasked with developing CKS statements for the identified functional areas. Phase III included a review panel who evaluated a CKS draft resource (via email), a face-to-face expert work group who identified content for instructing users on how to best utilize the CKS resource, and a review panel who evaluated a nationwide, web-based survey for training needs. RESULTS The expert work group recommended six functional areas: Equipment Care & Use, Food Production, Food Safety & Sanitation, Personal Characteristics, USDA Meal Program Requirements, and Workplace & Employee Safety. The expert work group reached a consensus to include 15 competencies and 36 knowledge and skill statements within the functional areas. APPLICATION TO CHILD NUTRITION PROFESSIONALS The updated CKS resource developed from this project is available on the Institute of Child Nutrition (ICN) website and is useful to SN directors and managers in interviewing, training, mentoring, and evaluating SN assistants/technicians. The customizable tools within the updated CKS resource include a job description template, job interview template, individual mentoring plan form for use by SN managers, and competencybased performance appraisal. [ABSTRACT FROM AUTHOR]

Through the Healthy for Life® program, virtual cook-along classes using budget-friendly recipes were provided for Hamtramck, Michigan, residents who are preparing family meals. The following Healthy for Life® experiences were delivered: Healthy Ingredient Swap, Whole Grain Hacks, Sauté, Simmer, & Steam, and Chopped Salad Competition. Our goals were to 1) recruit community participants; 2) deliver Healthy for Life® experiences in an engaging and fun manner; 3) promote healthy choices and improve the health of Hamtramck residents; and 4) support our community partner, Detroit Friendship House. The goals of the project were met. [ABSTRACT FROM AUTHOR]

Purpose/Objectives: A national trend to improve school breakfast participation is the integration of breakfast within the school day. Breakfast in the classroom programs increase student access to school breakfast. Service models include "grab and go," distribution of breakfasts to each classroom, and mobile breakfast carts in hallways. The purpose of this study was to determine the effectiveness of breakfast in the classroom using financial records and student outcomes. Methods: Using case study research methodology, the National Food Service Management Institute, Applied Research Division, conducted a study to determine the effectiveness of breakfast in the classroom. State agencies recommended exemplary districts offering breakfast in the classroom programs. After a pilot visit to a USDA Midwest Region district, four districts of varying sizes in USDA's Mid-Atlantic, Northeast, Western, and Mountain Plains Regions were visited. Preparation, distribution, and service of breakfast were observed in elementary, middle, and high schools. School nutrition directors, principals, teachers, and other school personnel were interviewed. Results: Schools that offer breakfast in the classroom have experienced impressive increases in participation which leads to increased revenue. A high school that served 50 breakfasts per day increased participation to 950 breakfasts per day. A K-8 elementary school with breakfast in the classroom earned $70,412 yearly in additional revenue compared to a similar school that did not offer it ($29,813). Four of five districts had limited data on financial outcomes. A middle school that began breakfast in the classroom in 2011 experienced a drop in disciplinary referrals from 377 to 171 from 2010 to 2011. School personnel perceived improvements in the school atmosphere and a number of student-related issues following implementation of a breakfast in the classroom program. Applications to Child Nutrition Professionals: Increased breakfast participation leads to improved nutrition for children and can result in increased revenue for districts. Breakfast in the classroom can improve school culture and have a positive effect on student behavior. The outcomes of this study should be shared with school nutrition personnel, school administrators, teachers, school staff, and parents.

Purpose/Objectives: Nutrition information can be an important component of local wellness policies. There are very few studies regarding nutrition information at the point of selection (POS) in high schools. The purpose of this study was to investigate the effects of posting entree nutrition information at the POS in high schools nationwide. Methods: This research study was conducted in three phases. In Phase I, focus groups were conducted with high school students from three high schools in the Midwest, Southeast, and Southwest USDA regions. In Phase II, the intervention school nutrition (SN) directors (n = 9) posted nutrition labels for entrees in the high school while the control SN directors (n = 11) did not. In Phase III, the intervention SN directors were interviewed via telephone to determine satisfaction with and barriers to posting nutrition information at the POS. Results: A total of 38 female and 35 male high school students participated in the focus groups. Male and female students thought nutrition information might affect their food choices. Data from the POS were analyzed using ANOVA and stepwise regression. The nutrition labels did not seem to influence students' choices. The SN directors' experiences with the intervention were positive, and they reported providing nutrition labels was a service to students. Applications to Child Nutrition Professionals: The lack of impact of entree nutrition labels in the intervention schools suggests that simply providing passive nutrition information is insufficient for changing lunch purchases in high schools. The findings indicated that attention to the levels of calories and fat in the menu offerings influenced student purchases. If schools provide healthy options, students will eat better. While this conclusion appears simple, it is consistent with the principle of having professionally trained SN directors and registered dietitians associated with SN programs. (Contains 3 tables.)

Purpose/Objectives: The purpose of this study was to determine the best practices (quality indicators) related to recess placement before lunch in elementary schools; compile a best practices checklist that can be used as an assessment tool for school nutrition programs; and validate and evaluate the usefulness of the best practices checklist. Methods: This study was conducted in two phases. In phase I, researchers drafted 107 best practice statements from previous research, research literature, and standards of practice for the National School Lunch Program. These statements were evaluated in a two-day workgroup meeting with an expert panel of school nutrition directors, principals, and state agency personnel representing four USDA regions. Three of the five research-based practice categories identified in previous research (personnel support/workload, logistics, and scheduling) were confirmed by the work group, as well as 3 goals, 15 best practice statements, and 18 considerations and professional reminder practice statements. In phase II, the draft checklist was further evaluated and pilot tested via electronic mail by a national review panel of school nutrition directors and state agency personnel from six USDA regions. Results: Based on the review panel's comments and suggestions, the recess before lunch (RBL) best practice checklist was revised and formatted as a Web-based, self-assessment tool. The "NFSMI Best Practice Checklist for School Nutrition Professionals Implementing or Assessing Recess Before Lunch in Elementary Schools" has a user-friendly format designed around three practice categories, four goals, and 39 best practices and standard supporting practices. Applications to Child Nutrition Professionals: The "RBL Best Practice Checklist" will assist school nutrition professionals and stakeholders in implementing services for a new RBL program or serve as an assessment tool for evaluating an existing RBL program in elementary schools. (Contains 3 tables and 1 figure.)

Through reinforcement of policies and nutrition standards linked to the National School Lunch Program (NSLP), school environments play an important role in preventing childhood obesity. The NSLP includes mandated nutrition standards that specify recommended servings of vegetables, fruit, whole grains, dairy and protein, as well as limits on calories, saturated fat, trans fat and sodium. Packed lunches students bring from home are not required to meet nutrition standards and often fail to reach the nutrient quality of lunches provided by the NSLP. Students' packed lunches are frequently high in calories provided by desserts, snack foods and sugar-sweetened beverages (SSB) and often deficient in fruits and vegetables. In this review, authors summarize recent research and discuss the food and nutrient content of students' packed lunches compared to NSLP student lunches, focusing on both the School Meals Initiative standards and the 2012 nutrition standards.

The Banglatown area of Hamtramck, Michigan is home to Bangladeshi Americans (26% of the population) and has a 49.1% poverty rate. There are no supermarkets in Hamtramck; however, there are many small food stores. The NEMS-CS tool was used to assess 21 food stores. Of the stores surveyed, 33% of offered 3 or more fruits and vegetables. Thirty-six percent offered brown rice and almost half offered dried legumes. Stores scored poorly on all three categories included in the NEMS-CS score: availability, quality, price. Results of the study contribute to the knowledge base about healthy food availability in urban Bangladeshi communities. [ABSTRACT FROM AUTHOR]

Study of elementary school lunches in 10 public schools in Michigan compares the nutritional value of school lunches with sack lunches. Finds that school lunches are lower in fat, more nutritious, and provide more variety than sack lunches. (PKP)

The article presents the discussion on Human milk being widely recommended as the gold standard of infant feeding by many medical and health organizations. Topics include nursing people, breastfeeding protected against breast cancer, improving birth spacing, and protecting against ovarian cancer and Type 2 diabetes; and socioeconomic backgrounds breastfed at lower rates and factors such as lack of support and acceptance, language, and literacy barriers.

The aim of this research was to determine the mechanisms/channels used for marketing the Summer Food Service Program (SFSP), a federal program that provides free, nutritious meals to children during the summer months. This study utilized a multiple-site, exploratory case study design of 16 sites from seven states and Washington, DC. Data were gathered using various methods: conducting structured interviews with SFSP administrators, administering a short survey about the SFSP, and researchers' observations of mealtime and marketing displays. Utilizing the Process Model for Customer Journey and Experience coding framework, we examined 107 marketing elements of SFSP on the basis of type of promotional mix, purchase phases, and interaction of consumer experience touch point types. Findings suggest SFSPs primarily use paid advertising and public relations as preferred marketing mix channels of SFSPs. Furthermore, findings suggest that SFSPs utilize a variety of promotional mix elements in the preconsumption and consumption phases of the customer journey but not in the postconsumption phase. Findings also revealed SFSP operators favor brand-owned and partner-owned customer touch points in the customer journey. [ABSTRACT FROM AUTHOR]

Developing healthy eating habits in childhood may support future healthy food choices. With most children spending some time outside of the home, child care facilities have the opportunity to positively influence children's eating habits. The purpose of this paper is to review recent research regarding foods served in child care settings and determine the nutritional quality of foods served. The Child and Adult Care Food Program (CACFP) is a government program that supports child and adult day care facilities by providing reimbursement for adhering to specific meal and snack nutrition guidelines. Our review found that children in facilities participating in the CACFP are served more nutritious meals than non-CACFP facilities because of the requirement to serve nutrient-dense foods. The literature indicates a need for additional training and education on menu creation and actually serving menued foods, as well as strategies to help children increase their vegetable consumption. [ABSTRACT FROM AUTHOR]

Over 50 million Americans have a food allergy to one or more foods (Berdanier, 2017). Approximately 1 in 25 school-aged children are diagnosed with food allergies (Sicherer, Mahr, & The Section on Allergy and Immunology, 2010), while 25% of children may not experience a reaction until later in life (Leo & Clark, 2017). A food sensitivity or intolerance, on the other hand, can be defined as any undesired reaction to a food or food group (Berdanier, 2017). As of now, research regarding school nutrition professionals' knowledge of food sensitivities, food intolerances, and food trends that may affect students' food preferences is not available. Yet, food trends show that some consumers are demanding specialized diets including milk/dairy alternatives, meat alternatives, as well as foods that align with Whole30, and low-FODMAP diets (Brissette, 2018). Because of this demand, there is a need for training school nutrition personnel about food sensitivities as well as new food trends, in addition to food allergy training. [ABSTRACT FROM AUTHOR]

Through reinforcement of policies and nutrition standards linked to the National School Lunch Program (NSLP), school environments play an important role in preventing childhood obesity. The NSLP includes mandated nutrition standards that specify recommended servings of vegetables, fruit, whole grains, dairy and protein, as well as limits on calories, saturated fat, trans fat and sodium. Packed lunches students bring from home are not required to meet nutrition standards and often fail to reach the nutrient quality of lunches provided by the NSLP. Students' packed lunches are frequently high in calories provided by desserts, snack foods and sugarsweetened beverages (SSB) and often deficient in fruits and vegetables. In this review, authors summarize recent research and discuss the food and nutrient content of students' packed lunches compared to NSLP student lunches, focusing on both the School Meals Initiative standards and the 2012 nutrition standards. [ABSTRACT FROM AUTHOR]

Research Objectives: To explore marketing practices and innovations in operating Summer Food Service Program (SFSP) through observations and interviews with key personnel. Methods: This study was an embedded, replicable, multiple-case, case study design. Site visits (n=25) were conducted in representative and innovative SFSPs in five USDA regions. Structured interviews were conducted with SFSP directors and staff in an array of sponsored program formats (n=16), including school districts, local government agencies, religious organizations and non-profit organizations (n=6 rural/suburban, n=10 urban). Program-level characteristics were collected, and practices and procedures were observed. Results: Results indicated that SFSP managers market their programs involving and targeting three distinct shareholders: families with children, media and other community organizations. Promoting SFSP to families and children included traditional promotional channels such as signage, posters/flyers and word of mouth and non-traditional promotional channels including websites, social media and apps. Media was also involved through news releases of kickoff events, site visits and human interest stories. Managers of SFSP engage in marketing efforts with community organizations such as receipt promotional "taglines" with local retailers. Despite the USDA providing outreach and marketing toolkits for SFSP sponsors, challenges of marketing the program exist, including lack of funding for marketing, lack of marketing knowledge and time for marketing. Application of Results: Marketing is essential to a successful SFSP. This research provides an integrative framework for marketing of SFSP based on the respondents' examples. Specifically, this research provides insight and tactics for current SFSP sponsors, as well as schools or agencies interested in becoming sponsors, for the marketing of SFSP. [ABSTRACT FROM AUTHOR]

Research Objectives: To describe best practices in operating the Summer Food Service Program (SFSP) through observations and interviews with key personnel in three districts and a food bank. Methods: This was a case study of four SFSP sites in three USDA regions. Structured interviews were conducted with SFSP directors and staff in three school districts and a food bank. Observations were made in central kitchens and at lunch locations. Results: The SFSP is a favorite federal program among school nutrition directors because they are meeting a need in their communities, and they can see the impact of the SFSP. Reaching even more children who are food insecure was a priority for the directors. Planning begins as soon as the SFSP ends, but in January through March, plans are firmed up for summer. Two of the districts were using converted school buses, and one of them had a library inside. One of the districts had weekend visits to a migrant camp and had partnered with the local health system for immunizations. The food bank sponsor served lunches in parks and had an innovative community café that was open for dinner. The four programs had many partnerships including the YMCA, mobile home parks, public libraries, churches and Boys and Girls Clubs. Directors were creative in using vendor reward points, community foundation support, Dairy Council and Team Nutrition resources. The support of district administration and community partners was a key to success. Application of Results: School nutrition directors are uniquely qualified to operate SFSPs because they are experienced in running federal nutrition programs, planning appealing menus and providing meals in many locations. These best practices can be used by current SFSP sponsors, as well as school districts or agencies interested in becoming sponsors. [ABSTRACT FROM AUTHOR]

Purpose/Objectives Nutrition information can be an important component of local wellness policies. There are very few studies regarding nutrition information at the point of selection (POS) in high schools. The purpose of this study was to investigate the effects of posting entrée nutrition information at the POS in high schools nationwide. Methods This research study was conducted in three phases. In Phase I, focus groups were conducted with high school students from three high schools in the Midwest, Southeast, and Southwest USDA regions. In Phase II, the intervention school nutrition (SN) directors (n = 9) posted nutrition labels for entrées in the high school while the control SN directors (n = 11) did not. In Phase III, the intervention SN directors were interviewed via telephone to determine satisfaction with and barriers to posting nutrition information at the POS. Results A total of 38 female and 35 male high school students participated in the focus groups. Male and female students thought nutrition information might affect their food choices. Data from the POS were analyzed using ANOVA and stepwise regression. The nutrition labels did not seem to influence students' choices. The SN directors' experiences with the intervention were positive, and they reported providing nutrition labels was a service to students. Applications to Child Nutrition Professionals The lack of impact of entrée nutrition labels in the intervention schools suggests that simply providing passive nutrition information is insufficient for changing lunch purchases in high schools. The findings indicated that attention to the levels of calories and fat in the menu offerings influenced student purchases. If schools provide healthy options, students will eat better. While this conclusion appears simple, it is consistent with the principle of having professionally trained SN directors and registered dietitians associated with SN programs. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses various reports published within the issue including one on students' foods and nutrition needs, one on nutrition labels and an abstract on child nutrition research.

An introduction to the "Journal of Child Nutrition and Management" is presented in which the editor discusses the article on the role of school nutrition professionals in school wellness, the nutrient content and cost of home-packed lunches and the placement of recess for lunch in elementary schools.

Purpose/Objectives The purpose of this study was to determine the best practices (quality indicators) related to recess placement before lunch in elementary schools; compile a best practices checklist that can be used as an assessment tool for school nutrition programs; and validate and evaluate the usefulness of the best practices checklist. Methods This study was conducted in two phases. In phase I, researchers drafted 107 best practice statements from previous research, research literature, and standards of practice for the National School Lunch Program. These statements were evaluated in a two-day workgroup meeting with an expert panel of school nutrition directors, principals, and state agency personnel representing four USDA regions. Three of the five research-based practice categories identified in previous research (personnel support/workload, logistics, and scheduling) were confirmed by the work group, as well as 3 goals, 15 best practice statements, and 18 considerations and professional reminder practice statements. In phase II, the draft checklist was further evaluated and pilot tested via electronic mail by a national review panel of school nutrition directors and state agency personnel from six USDA regions. Results Based on the review panel's comments and suggestions, the recess before lunch (RBL) best practice checklist was revised and formatted as a Web-based, self-assessment tool. The NFSMI Best Practice Checklist for School Nutrition Professionals Implementing or Assessing Recess Before Lunch in Elementary Schools has a user-friendly format designed around three practice categories, four goals, and 39 best practices and standard supporting practices. Applications to Child Nutrition Professionals The RBL Best Practice Checklist will assist school nutrition professionals and stakeholders in implementing services for a new RBL program or serve as an assessment tool for evaluating an existing RBL program in elementary schools. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Nettles and colleagues on the characteristics as well as operational issues and practices of directors in large school districts, one by Murimi and colleagues on the nutrition knowledge and dietary behaviors of seventh grade students, and one by Forrestal and colleagues on plate waste of school lunches.

Purpose The USDA School Breakfast Program is underutilized and to overcome this, some school districts are adopting distribution and service models for breakfast in the classroom. These models include distribution of breakfasts to each classroom by students and/or school nutrition employees and mobile breakfast carts in hallways. The purpose of this study was to determine the best practices of in-classroom breakfast. Methods Using case study research methodology, the National Food Service Management Institute Applied Research Division conducted a study to determine best practices of in-classroom breakfast. After a pilot visit in a Southeast USDA region district, three districts of varying sizes in the Western, Midwest, and Mid-Atlantic USDA regions were selected based on recommendations of their state agency for operating an exemplary in-classroom breakfast program. The preparation, distribution, and service of breakfast were observed in one school in each district. Interviews with school nutrition directors, principals, teachers, and other school personnel were conducted.  Results Planning for in-classroom breakfast involved school nutrition personnel, school administrators, teachers, custodians, and parents. The distribution and service of breakfast were customized to each school within the districts; therefore, the planning was time-consuming. Teachers and school administrators had positive impressions of in-classroom breakfast based on fewer tardy students, fewer disciplinary referrals, student focus on academics, and creation of a positive school culture. Applications to Child Nutrition Professionals In-classroom breakfast improves studentsâ€(tm) access to school breakfast. The planning and implementation of in-classroom breakfast can be successful if a school team representing school nutrition, administration, teachers, custodians, students, and parents works together to plan and implement for the good of the children served. [ABSTRACT FROM AUTHOR]

Studies have shown that children who have recess placement prior to lunch as an alternative to after lunch consume significantly more food and nutrients and waste less food. Yet, according to the School Health Policies and Programs Study, only 4. 6% of elementary schools schedule recess prior to lunch (Wechsler et al. , 2001). Therefore, based in part on this evidence, it is important to investigate the barriers to recess placement prior to lunch. Methods Using focus group research methodology, the National Food Service Management Institute Applied Research Division conducted a study to determine barriers to scheduling recess prior to lunch in schools participating in the National School Lunch Program. After pilot focus groups in a Midwest district were performed, focus group meetings were conducted with homogenous groups of school administrators, school nutrition personnel, teachers, and parents from three school districts in Colorado, Kentucky, and Maine. There were four focus groups in each district, one for each set of stakeholders, held on the same day in each district, with 21-26 study participants per district. Results The barriers most frequently mentioned by administrators included: a) preservation of morning hours for academics; b) logistical concerns of supervision, hand washing, and cold weather clothing; c) possible resistance by faculty, staff, and parents; and d) tradition. The barriers most frequently mentioned by school nutrition personnel included: a) supervision; b) movement of children on and off the playground; c) scheduling; and d) cold weather clothing. The barriers most frequently mentioned by teachers were: a) logistics; b) academic priorities; c) willingness of administrators; d) exercise; e) weather; f) scheduling blocks; and g) tradition. The barriers most frequently mentioned by parents were: a) logistical concerns, such as scheduling, staffing, and space; b) winter clothing; c) nutrition beliefs; d) previous experiences with a family member; e) tradition; f) behavior; and g) communication. Application to Child Nutrition Professionals The results of this qualitative study provide useful information to school personnel, parents, and state agency professionals in effectively considering the implementation and promotion of recess prior to lunch. [ABSTRACT FROM AUTHOR]

Objectives The U.S. Department of Agriculture (USDA) developed Changing the Scene: Improving the School Nutrition Environment to promote a healthy school nutrition environment (HSNE). The objective of an HSNE is to give students consistent, reliable health information and ample opportunity to use it. The purpose of this study is to learn more about issues related to HSNEs from the perspective of school personnel, and to compare the opinions that school foodservice personnel (SFP) and other school personnel (OSP) have toward developing HSNEs. Methods In October 2002, a nationwide survey was mailed to a random sample of K-12 school foodservice directors, foodservice managers, superintendents, principals, school business officials, teachers, and coaches. A total of 3,500 surveys were mailed, 500 from each group. Results The response rate was 34.9% (n=1,222) with 49.1% (n=600) of the responses from SFP and 50.9% (n=622) of the responses from OSP. Eighty-nine percent of respondents were from districts that participate in the National School Lunch Program (NSLP). According to the survey, an HSNE was a high priority for 68% of SFP and 38% of OSP. Thirty-three percent of SFP and 47% of OSP selected family education as the most important factor in increasing awareness of an HSNE. Both groups ranked behavior-focused nutrition education by staff, with appropriate training and adequate funds provided by local, state, and federal sources, as the most significant components of an HSNE. For the most prominent barriers to an HSNE, SFP chose funding for school foodservice, competitive foods, and children's peer pressure, while OSP chose television/media, funding for school foodservice, and competitive foods. Application to Child Nutrition Professionals To address the nutritional quality of foods offered and sold other than reimbursable school meals and snacks, the development of federal, state, and district policies is needed. The results of this study could be presented to school district stakeholders during the wellness policy development process to illustrate the need for changes that will improve the HSNE. Additionally, the results of this study showed that all school personnel need to work together on policies and programs to improve their HSNEs. [ABSTRACT FROM AUTHOR]

The purpose of this article is to learn more about vending issues related to Healthy School Nutrition Environment (HSNE). The results of this study are from a national survey that was sent to a random sample of superintendents, principals, school foodservice directors and managers, teachers, coaches, and school business officials. There were 500 surveys sent to each group for a total of 3,500 surveys mailed. Fifty-five percent of respondents reported that teachers and administrators used food as rewards. Thirty-one percent of respondents reported school stores that sell candy, chips, soft drinks, and other snack foods. Fifty-five percent of school boards had a policy for vending contracts and 72% of respondents reported having vending machines for students. Over 78% of respondents reported bottled water and soft drinks sold in vending machines. Chips were offered in 54% of schools, candy was offered in 51% of schools, cookies were offered in 44% of schools, and snack cakes were offered in 32% of schools. Thirteen percent of schools offered milk and/or ice cream products. Only 3.8% of respondents reported fresh fruit as an offering, 8.4% offered low fat cookies, 14.2% offered low fat chips, and 17.3% offered peanuts. The respondents ranked healthy snacks in vending machines, snack bars, and school stores tenth in a list of thirteen components of a HSNE.

The article focuses on a nationwide survey on issues related to Healthy School Nutrition Environment (HSNE). In October 2002, a survey was sent to a random national sample of superintendents, principals, school foodservice directors and managers, teachers, coaches, and school business officials. There were 500 surveys sent to each group, for a total of 3,500 surveys mailed. Eighty-nine percent of respondents were from districts that participate in the National School Lunch Program. Seventy-three percent of respondents reported having a healthy school nutrition environment. Only 55% of respondents reported that school foodservice personnel were involved in nutrition education. Forty-nine percent of respondents were school foodservice directors and managers (SFS) and 51% were superintendents, principals, teachers, coaches, and school business officials (SPTCS). Family education to increase awareness of a HSNE was ranked number one by both groups. In ranking the components of a HSNE, both groups placed behavior-focused nutrition education and adequate funds provided by local, state, and federal sources as numbers one and two, respectively.

This article presents a study on the issues related to implementation of the reimbursable after-school snack service. In a 1993 research report that included 1,797 2nd- and 5th-grade students, It has been found that 62% of snacks were prepared by children, and that snacks prepared by a child or caretaker were less likely to include a dairy food than those prepared by a parent. They also reported that cookies, soda, fruit drinks, chips, candy, milk, apples, and juice were the most commonly consumed snacks after school. Among other findings relating to after-school snacks, those served in restaurants are likely to be higher in fat. It has been found that children ages 7-17 consumed significantly more energy from fat and saturated fat when eating in a restaurant compared to any other location, including school. Eating that took place at home, a friend's home, school, day care, and work met dietary recommendations for percent kilocalories from fat and carbohydrates, while those in restaurants did not.