Reaching a Vulnerable Population: Why Adolescents Participate in the National School Lunch Program.

PURPOSE: Fourteen percent of households with children under 18 years were food insecure in 2018. However, participation in the National School Lunch Program (NSLP) is lower among adolescents compared to younger children. This analysis examined, in a national sample of middle and high school students, the reasons why adolescents participate in the NSLP. METHODS: This analysis used data from the School Nutrition and Meal Cost Study collected from adolescents (ages 10-19) attending middle and high schools with a known household food security status (n = 1,106). Adolescents were asked their number one reason for eating the school lunch. Results were compared by school level, income-eligibility for free or reduced price meals, and household food security status. A logistic regression examined the sociodemographic factors associated with adolescents' number one reason for eating the school lunch. RESULTS: The most frequently cited reason for participating in school lunch was hunger. Adolescents who were income-eligible for free or reduced price meals and those from food insecure households were significantly more likely to report hunger as their main reason for participating in the NSLP compared to those who were not income-eligible and those who were from food secure households, respectively. After controlling for characteristics of schools and school food authorities and student demographics, income eligibility was the only student characteristic that emerged as a significant predictor of reporting hunger as the main reason for participation. CONCLUSIONS: The results demonstrate that adolescents who regularly participate in the NSLP do so due to hunger, particularly if they are from low-income families.

Adolescent Participants in the School Lunch Program Consume More Nutritious Lunches but Their 24-hour Diets Are Similar to Nonparticipants.

PURPOSE: Meals offered through the National School Lunch Program (NSLP) give students access to nutritious foods and have been found to make positive contributions to their diets. Consuming a healthy diet during adolescence is important to ensure that increased requirements for energy and key nutrients are met and to decrease the risk of chronic diseases. This analysis examined whether adolescent NSLP participants consumed more nutritious foods at lunch and over 24 hours than adolescents who ate lunch from home or other places. METHODS: This analysis used 24-hour dietary recalls for adolescents ages 10-19 (n = 1,311) from the School Nutrition and Meal Cost Study. The nutritional quality of adolescents' diets was assessed using the Healthy Eating Index (HEI)-2010, where higher scores indicate better conformance with the Dietary Guidelines. HEI-2010 scores for NSLP participants and nonparticipants were compared for lunch and 24-hour intakes. RESULTS: Lunches consumed by NSLP participants received significantly higher total HEI-2010 scores than lunches consumed by nonparticipants, and significantly higher scores for the dairy, whole grains, refined grains, and empty calories components of the HEI-2010. Over 24 hours, differences in total scores were not significant, but participants continued to receive higher scores for dairy and whole grains. CONCLUSIONS: Adolescents who participated in the NSLP consumed higher quality lunches than nonparticipants who consumed lunches from home or other places. However, adolescents' 24-hour diets were similar regardless of NSLP participation, suggesting that foods participants consumed the rest of the day negatively influenced the quality of their diets.

Hiring Requirements and Qualifications of School Food Authority Directors Changed in Some Districts After Implementation of US Department of Agriculture Professional Standards.

BACKGROUND: In 2015, the US Department of Agriculture set minimum education and training requirements (ie, professional standards) to ensure that school nutrition professionals have the knowledge and experience to operate school meal programs. No study to date has examined whether hiring requirements and qualifications of school food authority (SFA) directors have changed since 2015. OBJECTIVE: To assess changes in hiring requirements and qualifications of SFA directors since the US Department of Agriculture professional standards were established, overall and by district size. DESIGN: Cross-sectional analysis of nationally representative district-level data from the 2012 and 2016 cycles of the School Health Policies and Practices Study. PARTICIPANTS/SETTING: In 2012, 660 sampled districts completed the School Health Policies and Practices Study Nutrition Services questionnaire. In 2016, 599 sampled districts completed the questionnaire. MAIN OUTCOME MEASURES: Hiring requirements for newly hired SFA directors and reported qualifications of SFA directors. STATISTICAL ANALYSES PERFORMED: Differences in prevalence estimates from 2012 to 2016 for all districts and by district size were assessed with χ2 tests. RESULTS: Significant increases were found for 3 hiring requirements: degree in nutrition or related field, registered dietitian credential, and food safety certification. Significant changes in 4 of the 5 reported qualifications were found including an increase in the percentage of district directors with a degree in nutrition or a related field and decreases in the percentage of directors with a School Nutrition Specialist credential from the School Nutrition Association, School Nutrition Association certifications, and certified dietary managers. Changes were found in small and medium districts, but not large districts. CONCLUSIONS: District hiring requirements and SFA director qualifications have changed since the implementation of the US Department of Agriculture professional standards, including some differences by district size. Future research could identify challenges facing districts in hiring directors who have a degree in nutrition or related fields or who have specialized nutrition credentials or certificates (eg, registered dietitians).

Assessing implementation of evidence-based childhood obesity prevention strategies in schools.

OBJECTIVE: Research suggests that schools can play a key role in obesity prevention by implementing evidence-based strategies promoting student health. This study explores school climate factors underlying implementation of evidence-based health and wellness policies and practices in Kindergarten-8th grade programs in the Southwestern United States. METHOD: Utilizing a participatory research survey approach conducted in December 2011 with school health professionals (N = 62) and a multiple regression design, a moderated predictive model of implementation climate (i.e., attitudes and beliefs about prevention, school commitment to prevention, barriers, and stakeholder collaboration) was tested. RESULTS: Barriers to obesity prevention efforts, such as lack of resources, support, or strategy clarity, hinder implementation of healthy food policies despite strong school commitment to prevention. Along with the commitment to prevention, stakeholder collaboration predicts physical education strategies, specifically reducing restricted access to physical education as a punishment for student misconduct. CONCLUSION: Obesity prevention strategy implementation relies on the supportiveness and structure of school climates. Barriers to prevention can impede efforts despite school commitment toward prevention, while stakeholder collaboration can enhance the likelihood that practices are in place.