Food and nutrient intakes of primary school children: a comparison of school meals and packed lunches

Background New school meal standards are currently being phased in by the government in an attempt to improve the nutritional composition of school food. However, no standards are applied to packed lunches. The present study aimed to compare the food and nutrient intakes of primary school children eating a school meal with those taking a packed lunch. Methods A sample of 120 children, aged 6–11 years, was observed once at a lunch time and all items consumed were recorded. Nutrient analysis was performed, and differences in nutrient intake between those children consuming packed lunches and school meals were determined. Results Mean energy and protein intakes were similar. The amount of energy provided by starchy carbohydrate was also similar but, compared with school meals, packed lunches provided twice as much energy from sugar (P < 0.001). School meals on average provided more energy from fat (P < 0.001), but intakes of saturated fat were lower in the school meals group (P = 0.021). Packed lunches provided more sodium (P < 0.001), calcium (P < 0.001) and iron (P = 0.016) than the school meals. Very few packed lunches contained vegetables, and fruit intake was particularly low for those having a school meal. Conclusions Children taking a packed lunch to school were consuming approximately double the amount of sugar and 50% more sodium and saturated fat in their midday meal compared with those having a school lunch. However packed lunches were providing children with more calcium, iron and fruit.     

Children's nutritional intake as part of the Eat Well Do Well scheme in Kingston‐upon‐Hull – a pilot study

In April 2004 Hull City Council introduced free healthy school meals for all primary and special schools in an attempt to reduce health inequalities. This pilot study aimed to compare nutritional intake between those children consuming a free healthy school meal and those consuming a packed lunch brought from home. The study compared two schools from different socio‐economic areas and considered the impact of lunch on total daily food and nutrient intakes in these children. Fieldwork was undertaken over five consecutive days in each school. Seven hundred and thirty‐five lunches were weighed and photographed before and after consumption to assess actual food intake vs. wastage. One hundred and forty‐seven children aged 8‐to‐11‐years participated from two primary schools. Five‐day food diaries were completed by a small number of participants (n = 20) receiving school meals (n = 10) and packed lunches (n = 10) from the two schools selected. While the lunches provided at the two schools met the majority of the nutritional guidelines for school meals, children ate only a small amount, often leaving the potatoes and vegetables behind; therefore, their intakes were below recommended levels. Children from both schools who opted for packed lunch consumed significantly more energy, fat, sugar and sodium but with this more micronutrients than children who had a free healthy school meal. Statistical differences (P < 0.01) were found between the two schools, with children from the less affluent school consuming less food from the school meal and therefore obtaining a lower nutrient intake from lunch than children from the more affluent school. Findings from a small number of food diaries suggest that the differences in intakes between those having a school meal and those having a packed lunch were compensated for by other food consumed during the day, such that daily nutrient intakes were not significantly different. This study suggests that many children may not be consuming sufficient amounts of the food provided in schools. Therefore, it cannot be assumed that the provision of school meals that conform to the School Food Trust guidelines will be of nutritional benefit to all children concerned. Bearing this in mind, more needs to be done to provide menus that are both healthy and enjoyable for children, so that they will want to consume the foods provided. Parents also need more advice regarding how they can provide their children with a healthy packed lunch, possibly via the introduction of a government‐led packed lunch policy, particularly in schools from areas of lower socio‐economic status. Although there was only a small sample of food diaries in this study, the findings suggest that socio‐economic demographics may exert more of an influence on the total daily nutrient intake of children than the type of lunch consumed.     

Quality of food eaten in English primary schools: school dinners vs packed lunches

OBJECTIVE: To compare the food and nutrient intakes of primary school children eating school dinners and packed lunches. SUBJECTS: Six-hundred and twenty-one 7-year-old children participating in the Avon Longitudinal Study of Parents and Children in South West England. METHODS: Diet was assessed by 3-day unweighed food record. RESULTS: The composition of both types of school meals compared unfavourably with dietary guidelines. Intakes of energy, non-starch polysaccharides (NSP), calcium, iron, folate, retinol equivalents, zinc, copper, magnesium, iodine and riboflavin were too low, and intakes of total and saturated fat were too high. However, children who ate school dinners had higher lunchtime intakes of protein, starch, NSP and most vitamins and minerals and lower intakes of sugar (14.2 and 20.9% of energy in school dinners and packed lunches, respectively, P<0.001) and saturated fat (12.0 and 16.2%, P<0.001). Only around half of the recommended amount of fruit and vegetables was eaten by children having either type of school meal. There were also differences in the whole day's nutrient intake according to school meal type. Children eating packed lunches had lower daily intakes of potassium and zinc, and higher intakes of sugar and saturated fat. Differences in nutrient intake were independent of maternal education. CONCLUSIONS: The food and nutrient content of both school dinners and packed lunches needed improvement. However, the standard of food brought from home by children was, if anything, worse than that served at school. Recent moves to improve school dinners will need to be complemented by education about what constitutes a healthy packed lunch.     

Lunch‐time food source is associated with school hour and school day diet quality among Canadian children

Background

There is limited research on the dietary behaviours of Canadian children at school, including where students obtain food from during school hours or whether lunch‐time food source influences diet quality.

Methods

Nationally representative cross‐sectional data from 24‐h dietary recalls were analysed from the 2004 Canadian Community Health Survey (n = 4589). Dietary outcomes included school hour and school day dietary intakes and School Healthy Eating Index (S‐HEI) scores. Survey‐weighted covariate‐adjusted linear regression models examined differences in dietary outcomes across lunch‐time food source groups.

Results

The majority of children (72.8%) reported bringing lunch from home, whereas fewer students obtained lunch from off‐campus locations (11.6%), schools (9.6%) or skipped lunch (5.9%). Compared to off‐campus lunches, home‐packed lunches were significantly higher in fibre, vitamins A, D and C, thiamin, magnesium, iron, grains, vegetables and fruit, but lower in total calories, fat and calories from minimally nutritious foods. Average school hour diet quality required improvement for all age groups, although S‐HEI scores did not differ significantly by lunch‐time food source among 6–8‐year‐old children. However, for children age 9–17 years, bringing a home‐packed lunch was associated with significantly higher S‐HEI scores compared to students obtaining lunch from off‐campus locations. After adjusting for age and sex, lunch‐time food source was also significantly associated with whole day dietary quality.

Conclusions

Although the nutritional quality of off‐campus lunches was lower than home‐packed lunches, the quality of foods was suboptimal, regardless of food source. Strategies are needed to enhance access to nutritious foods on campus and improve the nutritional quality of packed lunches, which supply the majority of lunch‐time foods consumed by Canadian children.     

Nutrient-based standards for school lunches complement food-based standards and improve pupils' nutrient intake profile

Following concerns about the nutritional content of school lunches and the increased prevalence of overweight and obesity in the UK, changes to the standards of school meals were made. From September 2008, all primary schools in England were required, by law, to be fully compliant with the new food-based standards (FBS) and nutrient-based standards (NBS) for school lunches. The aim of the present survey was to evaluate the introduction of the NBS for school lunches on the nutritional profile of food and drink items provided by schools and chosen by pupils at lunchtime. A nationally representative sample of 6696 pupils from 136 primary schools in England aged 3-12 years and having school lunches was recruited. Data were collected on lunchtime food and drink provision at each school and on pupil food and drink choices at lunchtime. Caterers also provided planned menus, recipes and other cooking information. Compliance with both the FBS and NBS was then assessed. Results show that even when the FBS was met, many schools did not provide a school lunch that met the NBS as well. The average school lunch eaten was significantly lower in fat, saturated fat and Na in schools that met both the FBS and NBS for school lunches compared with schools that met only the FBS. Change in school lunch policy has contributed to improvements in pupils' choices and the nutritional profile of foods selected at lunchtime.     

Accuracy and Reliability of Direct Observations of Home-Packed Lunches in Elementary Schools by Trained Nutrition Students

Increased attention has been directed toward the school food environment because children consume important contributions toward their daily food intake while at school. In Canada, most elementary school students bring a lunch to school and there are minimal data on the composition and consumption of these lunches. Dietary assessment of home-packed lunches is challenging compared with assessment of standardized school meals due to greater diversity of items, nonstandard portions, and opaque containers. We assessed accuracy and reliability of a food observation method whereby upper-year nutrition students (n=15) were trained to assess packed lunch contents and intake in elementary schools. Accuracy and reliability was assessed during 2010-2011 in three observational phases: sample lunches, volunteer-consumed lunches, and elementary school students' lunches (n=32). Observers accurately identified 96% and 95% of items in the sample and volunteer lunches, respectively. Similarly, they accurately reported portion sizes for 86% and 94% of the items in the sample and volunteer lunches, thus showing improvements in successive phases. Interobserver reliability for amount consumed, by portion size and macronutrient content, ranged from 0.79 to 0.88 in the volunteer-consumed lunches and 0.78 to 0.86 in the students' lunches, with a majority ≥0.80. It is noteworthy that the analyses for the amount consumed were conducted as absolute amounts with no allowances for discrepancies, which differs from other interobserver reliability assessments where as much as 25% discrepancy is considered agreement. Observers with prior nutrition knowledge assessed packed lunch contents and intake accurately and reliably by direct observation in an elementary school setting.     

The contribution of specific dietary patterns to energy and nutrient intakes in 7–8-year-old Scottish schoolchildren. II. Weekday lunches

The role of weekday lunches eaten by 136 7–8-year-old Scottish schoolchildren was investigated. Energy and nutrient intakes were estimated using the 7-day weighed inventory method and the nutritional contribution of school, packed and home lunches was expressed as a percentage of mean daily intakes. Comparisons were made between the average school lunch and Caroline Walker Trust guidelines and between school, packed and home lunches. Weekday lunches contributed around one-quarter to one-third of daily energy intakes, the greatest contribution to energy and nutrient intakes coming from packed lunches. The nutrient profile of school meals was poor in relation to Caroline Walker Trust guidelines and poor compared with the nutrient profile of school lunches reported by Nelson & Paul in 1983. Children taking school meals regularly had lower daily intakes of percentage energy from carbohydrate and higher intakes of percentage energy from fat. The results from this paper suggest that changes in school meals are required in order to provide a model upon which schoolchildren can base their eating patterns.     

Children eat their school lunch too quickly: an exploratory study of the effect on food intake

ABSTRACT: BACKGROUND: Speed of eating, an important aspect of eating behaviour, has recently been related to loss of control of food intake and obesity. Very little time is allocated for lunch at school and thus children may consume food more quickly and food intake may therefore be affected. Study 1 measured the time spent eating lunch in a large group of students eating together for school meals. Study 2 measured the speed of eating and the amount of food eaten in individual school children during normal school lunches and then examined the effect of experimentally increasing or decreasing the speed of eating on total food intake. METHODS: The time spent eating lunch was measured with a stop watch in 100 children in secondary school. A more detailed study of eating behaviour was then undertaken in 30 secondary school children (18 girls). The amount of food eaten at lunch was recorded by a hidden scale when the children ate amongst their peers and by a scale connected to a computer when they ate individually. When eating individually, feedback on how quickly to eat was visible on the computer screen. The speed of eating could therefore be increased or decreased experimentally using this visual feedback and the total amount of food eaten measured. RESULTS: In general, the children spent very little time eating their lunch. The 100 children in Study 1 spent on average (SD) just 7 (0.8) minutes eating lunch. The girls in Study 2 consumed their lunch in 5.6 (1.2) minutes and the boys ate theirs in only 6.8 (1.3) minutes. Eating with peers markedly distorted the amount of food eaten for lunch; only two girls and one boy maintained their food intake at the level observed when the children ate individually without external influences (258 (38) g in girls and 289 (73) g in boys). Nine girls ate on average 33% less food and seven girls ate 23 % more food whilst the remaining boys ate 26% more food. The average speed of eating during school lunches amongst groups increased to 183 (53) % in the girls and to 166 (47) % in the boys compared to the speed of eating in the unrestricted condition. These apparent changes in food intake during school lunches could be replicated by experimentally increasing the speed of eating when the children were eating individually. CONCLUSIONS: If insufficient time is allocated for consuming school lunches, compensatory increased speed of eating puts children at risk of losing control over food intake and in many cases over-eating. Public health initiatives to increase the time available for school meals might prove a relatively easy way to reduced excess food intake at school and enable children to eat more healthily.     

Nutritional Comparison of Packed and School Lunches in Pre-Kindergarten and Kindergarten Children Following the Implementation of the 2012–2013 National School Lunch Program Standards

ObjectiveApproximately 40% of children bring a packed lunch to school. Little is known about the quality of these lunches. This study examined the nutritional quality of packed lunches compared with school lunches for pre-kindergarten and kindergarten children after the implementation of 2012–2013 National School Lunch Program standards.MethodsThe researchers collected observational data for packed and school lunches from 3 schools in rural Virginia for 5 consecutive school days and analyzed them for macro and micro nutrients.ResultsOf the 1,314 observations collected; 42.8% were packed lunches (n = 562) and 57.2% were school lunches (n = 752). Energy, fat, saturated fat, sugar, vitamin C, and iron were significantly higher whereas protein, sodium, fiber, vitamin A, and calcium were significantly lower for packed lunches than school lunches.Conclusions and ImplicationsPacked lunches were of less nutritional quality than school lunches. Additional research is needed to explore factors related to choosing packed over school lunches.     

Nutritional content of school meals in Hull and the East Riding of Yorkshire: a comparison of two schools

BACKGROUND: In April 2004 Hull City Council introduced free healthy school meals for primary and special schools pupils (approximately 20,500 children) in an attempt to reduce health inequalities. The meals aimed to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. The study assesses the nutritional content of the meals, including children's actual intake. The Hull school is compared with a neighbouring school with no such initiative. METHODS: 64 children aged 9-10 years participated from 2 primary schools. Fieldwork was undertaken over 5 days in each school. 320 meals were weighted and photographed before and after consumption to assess actual intake. RESULTS: Hull children consumed (p < 0.001) less total fat, sugar and sodium than neighbouring children. Both schools exceeded the CWT recommendations for these nutrients. Statistically significant (p < 0.001) differences were observed between nutrient intakes of energy, iron, zinc, folate and magnesium (p < 0.001) with Hull children consuming less than neighbouring children. Children's intake at both schools did not meet recommended guidelines for 11 of the 17 nutrients assessed. CONCLUSION: Although Hull's school meals aimed to provide children with adequate nutritional intake, findings demonstrate that, on average, children are served and consume inadequate levels of many nutrients.     

Nutrient Intakes among Children and Adolescents Eating Usual Pizza Products in School Lunch Compared with Pizza Meeting HealthierUS School Challenge Criteria

Pizza is a popular food that can contribute to high intakes of saturated fat and sodium among children and adolescents. The objective of this study was to compare daily nutrient intakes when a pizza product meeting the US Department of Agriculture's criteria for competitive food entrées under the HealthierUS School Challenge (HUSSC) was substituted for usual pizza products consumed during foodservice-prepared school lunch. The study used National Health and Nutrition Examination Survey (2005-2008) dietary recall data from a cross-sectional sample of US children and adolescents (age 5 to 18 years, n=337) who ate pizza during school lunch on 1 day of dietary recall. Daily nutrient intakes based on the consumption of usual pizza products for school lunch (pre-modeled) were compared with intakes modeled by substituting nutrient values from an HUSSC whole-grain pizza product (post-modeled). Paired t tests were used to make the comparison. Post-modeled intakes were lower in daily energy, carbohydrate, total fat, saturated fat, cholesterol, and sodium compared with pre-modeled intakes among children and adolescents (P<0.01). Protein, dietary fiber, vitamin A, and potassium intakes were higher in the post-modeled intake condition compared with the pre-modeled condition (P<0.01). Substituting the healthier pizza product for usual pizza products may significantly improve dietary quality of children and adolescents eating pizza for school lunch, indicating that it could be an effective approach to improve the nutritional quality of school lunch programs.     

Case Study: Free Lunch Meals Provision during the Remote Learning Conditions

School meals for grade 1 to 4 pupils in Latvia are financed by the government, but with the onset of the COVID-19 pandemic in March 2020, and following the remote learning process, there were problems related to the delivery of these meals for pupils. The current situation in Latvia has been exacerbated again due to the spread of the pandemic; there is a great necessity to find well-thought-out solutions to ensure school lunches outside the school. The aim of this study was to develop recommendation-based one-week food packs for grade 1 to 4 pupils, providing the necessary amount of nutrients and energy. Four food packs were designed to provide five-day lunch meals for pupils, preparing a warm lunch at home. Protein, fat, saturated fatty acids, carbohydrates, sugar, dietary fiber, sodium, salt and calcium content of meals were analyzed according to standard methods. During the project, the most appropriate solution for food packs was explored. The four designed food packs will provide support to municipalities, because the composition of food packs complies with the nutrition and energy value regulation and does not exceed the planned budget. Parents will receive the developed recipe book in addition to a one-week food pack.     

Nonsignificant relationship between participation in school-provided meals and body mass index during the fourth-grade school year

Data from four cross-sectional studies involving fourth-grade children were analyzed to investigate the relationship between participation in school-provided meals and body mass index (BMI), and the effect observed energy intake has on that relationship. Participation and BMI data were available on 1,535 children (51% black; 51% girls) for 4 school years (fall 1999 to spring 2003; one study per school year) at 13 schools total. Direct meal observations were available for a subset of 342 children (54% black; 50% girls) for one to three breakfasts and one to three lunches per child for a total of 1,264 school meals (50% breakfast). Participation in breakfast, lunch, and combined (both meals on the same day) was determined from nametag records compiled for meal observations for each study. Weight and height were measured. A marginal regression model was fit with BMI as the dependent variable; independent variables were breakfast participation, lunch participation, combined participation, sex, age, race, and study. For the subset of children, observed energy intake at breakfast, lunch, and combined was included in additional analyses. Participation in breakfast, lunch, and combined was not significantly associated with BMI regardless of whether analyses included observed energy intake (P values >0.181). The relationship between observed energy intake at breakfast and lunch, separately and combined, with BMI was positive (P values <0.01). In conclusion, these results do not support a relationship between school-meal participation and BMI but do support a relationship between observed energy intake at school meals and BMI during fourth grade.     

New Zealand children's dietary intakes during school hours

Aim:  To describe the dietary habits of New Zealand schoolchildren during school hours.
Methods:  The present study was a secondary analysis of New Zealand's national nutrition survey of schoolchildren (2002 National Children's Nutrition Survey). It includes a subset of 2247 children aged 5–14 years, surveyed to recall a school day. A 24-hour dietary recall was collected in the home of the child. Food or beverage consumption during the morning (9:00 a.m.−11:59 a.m.) and at lunch time (12:00 noon−2:00 p.m.) was based on whether energy intake during these times was above zero. Foods consumed and nutrient intakes during these two time periods were ascertained.
Results:  Approximately 80% of children consumed some food or beverage during the morning and over 90% during lunch time. Older children were less likely than younger children to consume foods or beverages during lunch time. Snack foods, fruit and biscuits were the food groups most consumed during the morning, while sandwiches and fruit were the most popular foods during lunch time. Children obtained approximately one-third of their daily nutrient intakes during school hours. Food and nutrient intakes differed by ethnicity both during the morning and at lunch time.
Conclusions:  Children's food consumption at school could be improved—particularly morning snack quality. Encouraging healthier selections sourced from home is vital as well as ensuring that healthy options are available for purchase, and Pacific children need the most encouragement to choose wisely.     

Fresh Fruit and Vegetable Program participation in elementary schools in the United States and availability of fruits and vegetables in school lunch meals

Dietary intake among children in the United States falls short of national recommendations. Schools can play an important role in improving children's preferences and food consumption patterns. The US Department of Agriculture's Fresh Fruit and Vegetable Program (FFVP) aims to improve children's nutrient intake patterns by offering fresh fruits and vegetables as snacks outside the reimbursable meals programs in elementary schools that serve large numbers of low-income children. Using a nationally representative sample of public elementary schools, this cross-sectional study investigated FFVP participation patterns among schools by demographic and school characteristics. Further, the study investigated the association between FFVP participation and availability of fresh fruits, salads, and vegetables at lunch as reported by school administrators and foodservice staff. Data collected via a mail-back survey from 620 public elementary schools participating in the National School Lunch Program during 2009-2010 were analyzed. Almost 70% of the FFVP-participating schools had a majority of students (>50%) eligible for free and reduced-cost meals. Participating in US Department of Agriculture Team Nutrition Program and having a registered dietitian or a nutritionist on staff were significantly associated with FFVP participation. Based on the results from logistic regression analyses schools participating in the FFVP were significantly more likely (odds ratio 2.07; 95% CI 1.12 to 3.53) to serve fresh fruit during lunch meals. Slightly >25% of public elementary schools across the United States participated in the FFVP, and participation was associated with healthier food availability in school lunches.     

Reducing fat and sodium in school lunch programs: the LUNCHPOWER! Intervention Study.

This study developed, implemented, and evaluated a healthful school lunch program that provided tasty food choices that were lower in fat and sodium. The LUNCHPOWER! Intervention Program was implemented in 34 elementary schools in four school districts that represented diverse geographic areas of Minnesota. A team of registered dietitians, foodservice directors, and cook managers reduced the fat and sodium content of school lunches by modifying recipes and food preparation methods and by identifying and selecting vendor products (prepared food products) that were lower in fat and sodium. Nutrition education messages for students and parents were developed for the 5-month intervention. Monthly menus were analyzed for fat, sodium, and energy content before and after the intervention. There was a significant decrease in both total grams of fat and percent of energy from fat between baseline and follow-up. At all 34 schools, mean daily amount of total fat in the lunch menu decreased 39% (from 32 g to 20 g) and percent of energy from fat decreased 29% (from 40% to 28%). We found that schools could serve lower-sodium and lower-fat meals and retain student participation in the school lunch program.     

Food portion weights in primary and secondary school lunches in England.

BACKGROUND: National Nutritional Standards for school lunches were reintroduced in 2001, and included guidance on portion sizes for primary schools. For the first time since 1997, nationally representative data on school food portion sizes in England have been collected using direct assessment rather than reported portion sizes. METHODS: Food portions were weighed directly in foods served in nationally representative samples of primary and secondary school meals. Results were grouped by food or food group. RESULTS: The number of portions weighed was 7975 in primary schools and 3354 in secondary schools. Individual portion weights were grouped by food or food group to yield mean, median, SD and inter-quartile range. For a given food or food group, the number of portions weighed varied from 5 to 210 portions in primary schools and between 5 and 194 portions in secondary schools. CONCLUSIONS: The results provide a good representation of typical portion weights for different foods and food groups in primary and secondary schools in England. Portion size is one factor that determines nutrient intake. New standards for school lunches are both nutrient and food-based. Guidance on portion weights will help to ensure that pupils consume the correct balance of foods to obtain the recommended nutrient intake. The present findings complement and extend existing guidance on portion sizes for pupils in schools in England and Scotland.     

Utilization of school lunch dietary data to estimate theoretical maximum daily intake (TMDI) of selected pesticide residues

OBJECTIVES: The theoretical maximum intake values of pesticides by body weight (TMI) were estimated for school children and the differences in district and age-group were compared. Furthermore TMI values for children (7-11 years old) were calculated from Japanese National Nutrition Survey (NNS) data. Our TMI values for school children were compared with those from NNS data and evaluated to assess whether our values were appropriate for use in the calculation of theoretical maximum of daily intake (TMDI) of the pesticides. METHODS: The TMI values of pesticides for children were estimated using the intake amounts of agricultural products calculated from school lunch data in three elementary school districts (in Hyogo, Tokyo and Yamagata prefectures) and the survey of data from meals at home. Furthermore, TMI values for children (7-11 years old) were estimated from NNS data relating to agricultural products intake. Target pesticides for TMI calculations were chlorpyrifos, cyhalothrin, fenbutatin oxide, malathion, meltribuzin, oxamyl, permethrin and vamidothion. RESULTS: TMI of malathion from school lunch data corresponded to 58% of ADI and was too large for exposure from one meal in comparison to other pesticides (8-24%). Our estimations of TMI of chlorpyrifos, cyhalothrin, oxamyl and vamidothion in the school lunches were smaller than those from the NNS data. However TMI of malathion calculated from the school lunch data was larger than that from the NNS data. TMI of fenbutatin oxide, meltribuzin and permethrin from the school lunch data were similar to those from the NNS data. CONCLUSIONS: The TMI values for children in three districts depended upon the agricultural products used in school lunches. Even though the survey methods differed between the NNS's and our data, the TMI values closely corresponded. We concluded that the school lunch data might compensate for the lack of NNS data in order to estimate more appropriate TMDI for children's ingestion of agricultural products.     

Nutrient intake of Head Start children: home vs. school

OBJECTIVE: To determine mean intake of energy and protein, total fat, saturated fat, percent energy from total and saturated fat, cholesterol, carbohydrate, calcium, iron, zinc, folate, vitamins A, C, E, B-6 and B-12, thiamin, niacin, riboflavin, magnesium, sodium and fiber of preschool Head Start children at school and away from school. DESIGN: Twenty-four-hour food intakes for 358 Head Start children were obtained by observing food intake at school and acquiring intake recalls from parents or guardians specifying food their children consumed for the balance of the day. After determining group estimates of energy and nutrient intake, mean intake was compared to standard nutrient recommendations for the entire 24-hour day, i.e., for the time the children were in school and for the remaining hours away from school ("home" intake). SUBJECTS: The 358 Head Start children attended school either half-day (2- to 3-hour AM and PM sessions) or all-day (5 to 6 hours). STATISTICAL ANALYSES: Differences in nutrient intake among class times were analyzed using one-way analysis of variance (ANOVA) followed by Tukey's multiple comparison test. Differences with a p-value <0.05 (two-tailed) were considered to be statistically significant. Total energy, protein, calcium, iron, zinc, vitamins A, C, E, B6, and B12, thiamin, niacin, riboflavin as well as folate and magnesium were compared to the Recommended Dietary Allowances for the 4- to 6-year-old age group. Other standards that were used for comparisons included the National Cholesterol Education Program (fat, saturated fat and cholesterol), the 1989 National Research Council's Diet and Health Report (carbohydrate and sodium) and the recommendation for fiber proposed by the American Health Foundation. RESULTS: At school, half-day children consumed up to 25% of the daily recommendation for energy and nutrients, while all-day children achieved at least a third of the recommended intakes. When intakes at home and school were combined, all three groups of children (AM, PM and all-day) exceeded dietary recommendations for protein, vitamins and minerals. Energy intake remained below 100% of the recommendation, while intake of total fat, saturated fat and cholesterol exceeded recommendations. APPLICATION: Further research is required to explore energy needs and determine nutritional status and nutrient needs of minority and low-income preschool children. Strategies are required to increase nutrient density, but not fat density, of meals and snacks served to children who attend day care for part of the day. Finally, school meals and nutrition education programs such as Team Nutrition should broaden their base to include healthful eating habits for all school children, including the very youngest children in preschool programs.     

Dietary habits of adolescent females

The dietary intakes of 178 females (mean age was 12.8 ± 0.1 (S.E.M.)) were determined through 24‐hour diet recalls in both the fall and spring of one school year. The average subject consumed less than the recommended number of servings of three of the Basic Four food groups. Dietary intake at all meals but lunch, were similar in the fall and spring. Differences in the dietary intake at lunch may have occurred because fewer girls selected National School Lunch Program's Type A lunches in the spring than in the fall. Subjects who did select Type A lunches consumed more servings from the Basic Four groups than those subjects eating a la carte items or sack lunches. Subjects who selected Type A school lunches were significantly younger than those who selected d la carte items. Ninety percent of the subjects snacked at least once during the day. About half of the food consumed during snacks could not be classified as being representative of any of the Basic Four food groups.