School Lunch Timing and Children's Physical Activity During Recess: An Exploratory Study

ObjectiveTo examine the relationship between school lunch timing (before vs after recess) on physical activity (PA) during recess and energy balance and food intake at lunch.MethodsA cross-sectional study design was used to examine lunch intake and PA during recess among fourth- and fifth-graders (n = 103) over 5 school days. Lunch and PA were measured using a weighted plate waste technique and accelerometry, respectively.ResultsChildren who received lunch before recess accumulated lower residual energy (ie, energy intake at lunch minus energy expenditure during recess) and consumed a greater proportion of milk servings. No timing effects were observed for other lunch and PA variables.Conclusions and ImplicationsLunch intake and activity during recess are related to lunch timing policy. Findings warrant further examination using experimental and quasi-experimental studies to better understand the impact of timing on health behaviors.     

Plate Waste Evaluation of Plant-Based Protein Entrees in National School Lunch Program

ObjectiveTo assess plate waste of plant-based protein entrees compared with regularly served meat-based entrees in the National School Lunch Program (NSLP).DesignPlate waste data were collected before and after introducing the plant-based entrees, using digital photography and the quarter-waste method.ParticipantsNational School Lunch Program participants in grades 6–8.InterventionTwo newly developed plant-based protein entrees were introduced into the menu cycle by replacing 2 regularly served meat-based entrees.Main Outcome MeasureStudent plate waste of plant-based entrees compared with entrees regularly served in the NSLP meal pattern.AnalysisA total of 4,138 meal observations were analyzed. Ordinary least-squares regressions and 2-sample unpaired t tests were used to determine significant differences in waste.ResultsNational School Lunch Program participants wasted plant-based entrees more than all other entrees served during lunch. Students wasted all or none of the plant-based entrees more than partial servings. There were no significant differences in waste between demographic groups for the plant-based entrees.Conclusions and ImplicationsPlant-based entrees served as a part of the NSLP may lead to increased plate waste than meat-based entrees. Novel food pairings and visibility of legumes may have led to increased plate waste.     

Food Waste in a School Nutrition Program After Implementation of New Lunch Program Guidelines

ObjectiveTo assess the amount of food waste by meal components according to the new National School Lunch Program guidelines among pre-kindergarten and kindergarten students.MethodsFor 5 consecutive school days in 1 elementary school, the research team collected school lunch trays and separated meal components into bins relative to each food or beverage appearing on the school's daily menu. Bins were weighed in grams and converted to ounces and cups at the end of each lunch period.ResultsThe researchers examined 304 meals from 1 pre-kindergarten class and 5 kindergarten classes. Of 4,988 oz of food and beverages served, 2,261 oz (45.3%) were wasted during 1 full school week, totaling 141 lb. The greatest amount of food waste was generated from vegetables, the main entree, and milk, respectively.Conclusions and ImplicationsStrategies to reduce food waste in school lunch should be researched and implemented.     

Lunch,recess and nutrition: Responding to time incentives in the cafeteria

ObjectivesIn this study, we evaluate if moving recess before lunch has an effect on the amount of fruits and vegetables elementary school students eat as part of their school-provided lunch.MethodsParticipants were 1st–6th grade students from three schools that switched recess from after to before lunch and four similar schools that continued to hold recess after lunch. We collected data for an average of 14 days at each school (4 days during spring 2011, May 3 through June 1, 2011 and 9 days during fall 2011, September 19 through November 11, 2011). All of the schools were in Orem, UT. Data was collected for all students receiving a school lunch and was based on observational plate waste data.ResultsWe find that moving recess before lunch increased consumption of fruits and vegetables by 0.16 servings per child (a 54% increase) and increased the fraction of children eating at least one serving of fruits or vegetables by 10 percentage points (a 45% increase). In contrast, the schools in our control group actually experienced a small reduction in fruit and vegetable consumption during the same time period.ConclusionsOur results show the benefits of holding recess before lunch and suggest that if more schools implement this policy, there would be significant increases in fruit and vegetable consumption among students who eat school lunch as part of the National School Lunch Program.     

Impact of the Updated USDA School Meal Standards,Chef-Enhanced Meals,and the Removal of Flavored Milk on School Meal Selection and Consumption

BackgroundIn Fall 2012, updated US Department of Agriculture school meal standards went into effect and did not result in increased food waste overall. However, consumption of school foods, especially fruits and vegetables, remains low. Therefore, strategies to improve school meal consumption are necessary.ObjectiveThis study evaluated the combined impact of the updated school meal standards and chef-enhanced, healthier meals, and the removal of flavored milk on students’ school food selection and consumption compared with students in control schools.DesignThe Project MEALS (Modifying Eating and Lifestyles at School) study was a cafeteria-based quasi-experimental intervention conducted during the 2012 to 2013 school year.Participants/settingParticipants were students (n=1,309) in grades 3 through 8 attending four intervention and four control schools in two low-income, urban school districts.InterventionChef-enhanced school meals and the removal of flavored milk combined with the updated US Department of Agriculture school meal standards.Main outcome measuresChanges in school meal selection and consumption were examined using plate waste methodology.Statistical analyses performedLogistic regression and mixed-model analysis of variance adjusting for student demographics and schools/students as a random effect (students nested within schools) were used to examine differences in selection and consumption before (Fall 2012) and after (Spring 2013) a chef-based intervention with the updated school meal standards.ResultsAfter the chef-based intervention was implemented, there were no significant differences in entrée, vegetable, or fruit selection. Significantly fewer students selected milk compared with students in control schools (56.8% vs 94.0%; P<0.0001) and milk consumption was significantly lower (54.8% vs 63.7%; P=0.004). However, consumption was significantly greater for vegetables (62.2% vs 38.2%; P=0.005) and fruits (75.2 vs 59.2%; P=0.04) in the intervention schools compared with control schools. There were no significant differences in entrée consumption.ConclusionsSchools collaborating with chefs can be an effective method to improve the consumption of fruits and vegetables with the updated US Department of Agriculture school meal standards. Further research should examine the longer-term impact of the removal of flavored milk from schools to determine whether the lower selection and consumption rates persist.     

Teachers’ Experience and Perspectives of Traditional Breakfast and Breakfast in the Classroom

ObjectiveTo understand teachers’ perceptions about Breakfast in the Classroom and traditional breakfast.DesignAn electronic survey was sent to teachers across the state of Utah. Teachers responded to an open-ended question exploring what they liked and/or disliked about Breakfast in the Classroom and traditional breakfast.SettingSchools across the state of Utah.ParticipantsKindergarten through grade 12 teachers who were members of the Utah Education Association.Phenomenon of InterestTeachers’ opinions regarding Breakfast in the Classroom and traditional school breakfastAnalysisResearchers independently coded all responses and then grouped codes into themes. Themes were reviewed recursively over time.ResultsThe 3 overarching themes were food and nutrition, administration of school breakfast, and student outcomes. Aspects most commonly disliked were the nutrition or quality of food, the mess created, the time required, coordination and logistical issues, behavioral issues, and waste. Aspects most commonly liked were breakfast being available to all students, students being fed or not hungry, coordination and logistics, and student learning and academics.Conclusions and ImplicationsTeachers liked and disliked aspects of Breakfast in the Classroom and traditional breakfast. Schools could potentially increase efforts to garner support and feedback from teachers to create buy-in and identify best practices. Future research could focus on identifying the effect that the School Breakfast Program model has on teachers’ perceptions as well as confirming results with a larger and more diverse population.     

Development and Validation of a Technology-Based System for Tracking and Reporting Dietary Intake at School Meals

Objective

This report describes the development and validation of a technology-based system that integrates data on food choice, nutrition, and plate waste to generate feedback reports summarizing students' dietary intake at school meals.

Peer Reviewed: School Lunch Source and Adolescent Dietary Behavior

Introduction

As rates of childhood obesity rise, the nutritional content of lunches eaten at school is more heavily scrutinized. We examined the association between dietary behaviors and the number of days that adolescents bring lunch to school.

Methods

We analyzed cross-sectional data for 2,774 adolescents who responded to the 2005 California Health Interview Survey and reported dietary behaviors for a weekday.

Results

In bivariate analyses, adolescents who typically brought their lunch from home 5 days per week ate fast food on fewer occasions; consumed fewer servings of soda, fried potatoes, and high-sugar foods; and ate more fruit and vegetables compared with adolescents who never brought their lunch to school. In linear regressions controlling for demographics, body mass index, desire to change weight, parent education, and adult presence after school, students who typically brought their lunch to school 5 days per week ate fast food 0.35 fewer times and consumed 0.35 fewer servings of soda, 0.10 fewer servings of fried potatoes, 0.25 fewer servings of high-sugar foods, and 0.95 more servings of fruit and vegetables per day compared with students who never brought their lunch to school.

Conclusion

These findings suggest that adolescents who bring lunch to school from home have more positive dietary behaviors than do adolescents who get their lunches from other sources. Improving the nutritional quality of foods offered from other sources, such as the National School Lunch Program and competitive foods, could help improve adolescent dietary behaviors.     

Critical factors for school lunch acceptance in Washington,D.C.† ‡

Lunch plate waste occurs at substantially different levels in public elementary schools using identical food delivery systems. Observation has indicated that environmental factors play a role in determining the quantity of plate waste. The amounts of waste were measured, and the results analyzed, with a view to establishing conclusions about how the efficiency of the program could be increased, and plate waste decreased. One factor is how much priority school principals consider the lunch time period deserves, and accordingly what share of the available resources they allocate to it, such as teacher time, personal attention of the school principal, space, etc. Our research suggests that even unpopular foods might be more acceptable when the available resources are developed to the best advantage for the children and the eating environment improved.     

Competitive foods increase the intake of energy and decrease the intake of certain nutrients by adolescents consuming school lunch

OBJECTIVE: To determine the influence of competitive foods on energy and nutrient intakes of adolescents participating in a school lunch program. DESIGN: Weighed plate waste data were used to assess the energy and nutrient consumption from school lunch menus items and competitive food items chosen and consumed by adolescents. The two test groups were students choosing competitive foods and those choosing no competitive foods. SUBJECTS/SETTING: Participants were sixth-grade students aged 11 to 13 years purchasing lunch in three public middle school cafeterias in Franklin County, KY (n=493 for no competitive foods and n=250 for competitive foods). The data were collected over 24 days in 2 school years. STATISTICAL ANALYSES PERFORMED: Significant differences between the competitive foods and no competitive foods groups were determined using frequency and analysis of variance procedures. RESULTS: The data indicate that sixth-grade adolescents consumed energy and other nutrients (except iron) at significantly lower than recommended levels; one third of students purchasing school lunch also purchased competitive food items; competitive foods purchasers reduced their school lunch servings, portion weight and/or item selection and increased school lunch item plate waste, resulting in lower intakes of energy (400 kcal vs 530 kcal for no competitive foods), calcium (300 mg vs 362 mg for no competitive foods), and vitamin A (77 retinol equivalents vs 113 retinol equivalents for no competitive foods) from the school lunch; and competitive foods supplied more than one third of total energy for the meal. CONCLUSIONS: These data will enable school cafeteria planners to develop menus that include more nutritious foods, snacks, and drinks instead of the currently available competitive foods.     

Resources,Barriers, and Tradeoffs: A Mixed Methods Analysis of School Pre-Consumer Food Waste

BackgroundFood waste is a global problem. School food waste before the point of purchase, pre-consumer waste, has been little studied.ObjectiveOur aim was to elicit a comprehensive assessment and understanding of pre-consumer food waste amounts, behaviors, policies, and attitudes.DesignThis study used mixed methods, featuring a convergent parallel design using key respondent interviews (n=20) and 80 hours of structured kitchen observations, including food waste measurement.Participants/settingSchool and district kitchens (n=14) using stratified random sampling to ensure school level and kitchen type reflected the population of three Colorado school districts in 2016-2017. Kitchen managers, district-level nutrition services directors, and sustainability staff were interviewed.Statistical analyses performedMean food waste volumes and percentages were calculated. Linear regressions were used to determine the relationship between school kitchen characteristics and food waste volumes. Interviews were coded to identify common themes.ResultsTrim waste and overproduction contributed the most to overall pre-consumer food waste; substandard foods and overproduction were the most common reasons for edible waste. Several competing priorities conflicted with schools’ and districts’ waste reduction efforts: food safety, promoting diet quality, food choice, and customer satisfaction. Batch cooking, production record use, shallow salad bar pans, and other inventory management techniques facilitated waste reduction. Staffing, space, and time constraints made it more difficult to implement these strategies. Increased food choice options were positively associated with pre-consumer waste volume (β=49.5, P=0.04), and this relationship remained significant once regression models adjusted for district, salad bar use, and new menu items (β=70.3, P=0.05).ConclusionsSchool nutrition programs are complex, and a systems approach is warranted to reduce overall waste in the context of existing food safety and nutrition policies. More research is needed to elucidate the impact of food choice on overall food waste of the school meal system.     

Participation in the National School Lunch Program: Importance of School-Level and Neighborhood Contextual Factors

BACKGROUND: This study examined the effect of stigma (proxied by school-level peer participation), neighborhood food environment, and demographic characteristics on participation in the U.S. Department of Agriculture National School Lunch Program (NSLP).
METHODS: The 1997 and 2003 waves of the Child Development Supplement to the Panel Study of Income Dynamics were linked to external data on school-level free lunch eligibility rate, fast food restaurant availability in the school zip code, and food store availability and neighborhood socioeconomic status in the home zip code. Probit models examined the effects of contextual and demographic factors on NSLP participation and free/reduced-price NSLP participation, conditional on eligibility. Differences were analyzed by grade.
RESULTS: A 10% higher free lunch eligibility rate in a child's school was associated with a 1.8 percentage point increase in the probability of NSLP participation and 2.6 and 6.7 percentage points increase in free/reduced-price NSLP participation among all and high school eligible student, respectively. Fewer grocery stores and more convenience stores increased NSLP participation. Fast food restaurant availability in the school neighborhood decreased free/reduced-price NSLP participation for high school students only. The addition of the contextual factors reduced the estimated association with several of the demographic covariates, especially race.
CONCLUSIONS: The significant positive association between NLSP participation and school-level free lunch eligibility, especially for the free/reduced-price NSLP participation, suggested that stigma, or possibly peers, affected participation. Neighborhood and school contextual variables had significant effects on school lunch take-up and the results differed between high school and elementary/middle school students.     

Improvements in middle school student dietary intake after implementation of the Texas Public School Nutrition Policy

Objectives. We assessed the effect of the Texas Public School Nutrition Policy on middle school student lunchtime food consumption.Methods. Three years of lunch food records were collected from middle school students in southeast Texas: baseline (2001–2002), after local district changes (2002–2003), and 1 year after implementation of the Texas Public School Nutrition Policy (2005–2006). Students recorded amount and source of foods and beverages they consumed. Analysis of variance and covariance and nonparametric tests were used to compare intake after the policy change with intake during the 2 previous years.Results. After implementation of the nutrition policy, student lunch consumption of vegetables, milk, and several nutrients increased (protein, fiber, vitamins A and C, calcium, and sodium), and consumption of less desirable items (sweetened beverages, snack chips) decreased, as did percentage of energy from fat. Most of the desired nutrients and foods (vegetables and milk) were obtained from the National School Lunch Program meal. Fewer sweetened beverages, candy, chips, and dessert foods were purchased and consumed, but more of these items were brought from home and purchased from the snack bar.Conclusions. Overall, state school nutrition policies can improve the healthfulness of foods consumed by students at lunch.Public health efforts to reduce the increasing rates of childhood obesity1 have recently focused on school food environments.2 Although regulations exist for National School Lunch Program (NSLP) meals, there are no federal rules for competitive foods sold elsewhere in the school such as in snack bars and vending machines, except for foods of minimal nutritional value (e.g., soda).3 This has become an issue because the school environment influences dietary behavior.4 For example, middle school students with access to snack bar and a la carte foods consumed more sweetened beverages and french fries, and fewer fruit and vegetables compared with elementary school students without snack bars.5^,6 The number of snack vending machines was negatively related to daily fruit consumption among middle school youth.7 In high schools where soft drink machines were turned off during lunch, students purchased fewer soft drinks compared with students in schools where these machines were on during lunch.8 Improving types and portion sizes of foods available in school snack bars and a la carte could reduce the source of kilojoules available for student purchase and possibly improve energy balance.9States, school districts, and individual schools have enacted laws and policies regarding foods and beverages available in school food environments.10 The beverage industry also developed a voluntary beverage vending policy for schools.11 Such changes are controversial, and barriers to improving school food environments exist. These include the revenue generated from vending and snack bar and a la carte sales,12 school staff, student and parent attitudes toward types of foods expected in schools,13 and the concern that limiting access to these foods at school will not improve overall student dietary intake.14 Critics suggest that if these items are not available in schools, students will compensate by increasing consumption of desired foods in out-of-school environments.14Few data exist for the effect of policy changes on actual food consumption by students at school. One recent study documented significant improvements in food consumption by Texas middle school students (more milk, calcium, and vitamin A; fewer sweetened beverages) after a local school district enacted a snack bar food policy change.15 Consumption of chips purchased from the snack bar declined, but consumption of chips from vending machines increased, because the school administration, which was responsible for vending machines, made no changes. These results suggest that all school food sources have to make similar changes to favorably influence consumption.The Texas Public School Nutrition Policy, an unfunded mandate to promote a healthy school environment for Texas students, was implemented statewide in the fall of 2004. The guidelines apply to all school food sources, including vending machines.16 For middle schools, the policy restricts the portion sizes of high-fat and sugar snacks (limits vary by food group), sweetened beverages (≤ 12 oz), and the fat content of all foods served (≤ 28 grams of fat per serving no more than 2 times per week). It also sets limits on the frequency of serving high-fat vegetables such as french fries (3 oz per serving no more than 3 times per week). We report the results of a naturalistic study that assessed the effect of the Texas Public School Nutrition Policy on lunch consumption of middle school students in southeast Texas. Student lunch consumption data for 2 previous years were available for comparison.15     

Student Perception of Healthfulness,School Lunch Healthfulness,and Participation in School Lunch: The Healthy Communities Study

ObjectiveTo increase understanding about the healthfulness of school lunch and participation, this study measured 3 school lunch variables, students’ perception of healthfulness, objective healthfulness, and participation, and examined associations between each pair of variables (3 associations).MethodsMultilevel models were used for a secondary analysis of data from the Healthy Communities Study, a 2013–2015 observational study of schools (n = 423) and children (n = 5,106) from 130 US communities.ResultsStudents who reported that school lunches were sometimes, often, or very often healthy ate school lunches more frequently per week (β = .71; P < .001) than did students who responded never or rarely. No associations were found with objective school lunch healthfulness.Conclusions and ImplicationsStudent perception of healthfulness of school lunch is positively associated with participation but not with objective school lunch healthfulness. Understanding how student perception is associated with participation can inform effective communications to students to increase participation in the school lunch program.     

免费营养午餐政策对农村青少年超重的影响——基于中国教育追踪调查初中队列数据

目的分析免费营养午餐政策对农村青少年超重的影响。方法基于2013-2016年中国教育追踪调查4期数据, 以农村初中生为研究对象, 利用logistic模型分析免费营养午餐政策对农村青少年超重的影响, 最终纳入3 453名研究对象。结果对于农业户口学生而言, 初一开始接受免费午餐的青少年在初二和初中毕业后一年时发生超重的风险比不享有的青少年分别低35.8%(P<0.05)及31.6%(P<0.05), 初二开始接受免费午餐的青少年在初三和初中毕业后一年时发生超重的风险比不享有的青少年分别低36.7%(P<0.05)及29.9%(P<0.05), 而初三接受免费午餐的青少年其在初中毕业后一年时发生超重的风险与不享有的青少年相比, 差异无统计学意义。相较于女生, 男生更能从中受益。结论总体而言免费营养午餐在较长期内都有助于降低学生超重可能性, 且这一影响具有累积效应。这说明免费营养午餐政策对于促进青少年健康是行之有效的。     

Juice Displaces Milk and Fruit in High School Lunches

Objective

To compare beverages and foods selected by high school students on days when juice was offered (juice days) and not offered (non-juice days) with the reimbursable school meal.

Impact of a Pilot School-Based Nutrition Intervention on Fruit and Vegetable Waste at School Lunches

ObjectiveTo determine the preliminary impact of the Brighter Bites nutrition intervention on decreasing fruit and vegetable (F&V) waste at school lunches among fourth- and fifth-grade children.MethodThis was a nonrandomized pre–post-controlled study in Houston and Dallas, TX. Two schools received the Brighter Bites intervention (n = 76), and 1 comparison school (n = 39), during the 2017-2018 school year. Brighter Bites is a 16-week school-based nutrition intervention providing weekly distribution of fresh F&V plus nutrition education. Main outcome measures were direct observation and weights to measure the number of F&V dishes selected at school lunches, amount of F&V wasted (gm), and related nutrient waste (4 time points/child). Mixed-effects linear regression analysis was used to determine change in F&V selection and waste over time.ResultsThere was a significant decrease over time in proportion of F&V selected among those in the comparison school, but not the intervention schools (P < .001). Compared with children in the comparison group, those receiving Brighter Bites showed a significant decrease in the amount of F&V wasted at each meal (P < .001) and per item (P < .05) at the end of both 8 and 16 weeks of intervention. There were significant decreases in waste of energy (kcal); dietary fiber (gm); vitamins B₁, B₃, and B₆ (mg); total folate (µg); and B₁₂ (µg) among those receiving Brighter Bites (P < .05).Conclusions and ImplicationsAlthough absolute food or nutrient changes were small even when significant, programs such as Brighter Bites may contribute to a healthy intake. Future studies are warranted that include a larger sample size with a stringent, cluster-randomized control trial design and consideration for other covariates.     

Relationship Between Plate Waste and Food Preferences Among Primary School Students Aged 7–10 Years

ObjectiveTo assess differences in the amount of plate waste (PW) and food preferences among food categories containing vegetables and fruit and which of the student-centered reasons may influence PW.DesignA cross-sectional study (from December, 2017 to June, 2018); the aggregate selective plate waste method; the taste-and-rate method (food preferences); the multiple-choice survey (student-centered reasons for the PW occurrence).SettingFourteen primary schools (Zagreb).ParticipantsStudents aged 7–10 years; 17,163 meals (PW); 11,960 meals (PW and food preferences for meals containing vegetables and fruit); 6,507 meals (student-centered factors).Main Outcome MeasuresPlate waste, preferences, and student-centered reasons for PW occurrence.AnalysisContinuous and categorical data were analyzed using a 1-way analysis of variance for nonnormal distribution with post hoc Dunnett's test and chi-square test of homogeneity, respectively. Spearman's rank correlation coefficient was performed to examine the correlation between the amount of PW and served food. All statistical analyses were constructed with robust standard errors clustered at the school level.ResultsAmong the different types of vegetables and fruit meals, students wasted lower amounts of fruit (10.3%; P = 0.005). Plate waste was positively correlated with the amount of served food (r = 0.93; P < 0.001) containing vegetables and fruit. Students preferred fruit and starchy food with vegetables. Among personal factors for not finishing meals, the most frequent reason was they did not like the taste of the food.Conclusion and ImplicationsFindings highlight the importance of food preferences and other student-centered reasons in explaining PW by primary school students.     

Pacific parents' rationale for purchased school lunches and implications for obesity prevention

Pacific children and adolescents are burdened with higher prevalences of obesity compared to other groups in New Zealand. Previous research shows Pacific young people purchase their lunch food items significantly more than other groups. The aim of this study is to describe school lunch food consumption patterns and the influences on these among low-income Pacific adolescents and their parents. Using mixed-methodology design; a self-completion questionnaire was administered to 4216 students who participated in the New Zealand arm of the Obesity Prevention In Communities (OPIC) project. Thirty Pacific households (33 adolescents and 35 parents) were interviewed in the qualitative phase of the study. Results found a greater proportion of Pacific students purchased school food items compared to other ethnic groups. Purchasing school food was related to having higher amounts of daily food money (>=NZD 6-15) and this was associated with increased quantities of soft drink consumption and after-school food purchasing of high-fat, high-sugar snack foods. There were no differences in school food purchasing behaviour by Pacific weight status (n=2485), with both Healthy weight (67.6%) and Obese students (66.9%) sourcing lunch from school canteens or shops outside of school rather than from home. Time-constrained parents confirmed convenience, poverty compensation and valuing students' independence as three reasons for choosing to make money available for students to purchase lunch food items. The social effects of poverty affect the health-promoting behaviours of Pacific communities in New Zealand. Social policies that decrease social inequities should be the intervention priority.