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APHA Scientific Session and Event Listing

Terry O'Toole, PhD, Division of Adolescent and School Health, CDC, 4770 Buford Hwy NE, MS K-31, Atlanta, GA 30341, 770-488-5937, cwu9@cdc.gov and Mary McKenna, PhD, Faculty of Kinesiology, University of New Brunswick, PO Box 4400, Fredericton, NB E3B 5A3, Canada.

In response to concerns about overweight among children, an increasing number of states and provinces in the United States and Canada are adopting school nutrition policies. To support policy-related efforts and as part of CDC's role in helping develop an on-line policy database, CDC conducted a qualitative analysis of state school nutrition policies. An on-line search yielded 29 state policies enacted in 2005 or earlier and a similar search yielded four provincial policies from Canada's ten provinces. Additional states and provinces have developed model policies or guidelines. Canada does not have federal legislation comparable to the United States, requiring school districts to develop wellness policies that include nutrition by July 2006. The state and provincial analysis revealed that policies may be established through legislation or by an agency. A content analysis of the 33 policies indicated many similarities. Nutrient or food-based nutrition standards are commonly included. Standards may require that nutritious foods and beverages be available, restrict less nutritious items, or both. Standards for elementary schools are likely to be more restrictive than secondary schools, and increasingly, standards include limitations on portion sizes, food preparation specifications, and requirements for locally-grown food. Other policy components include: nutrition education, food marketing, the eating environment, food rewards, and fund-raising. While states and provinces have produced numerous resources to support policy development, limited guidance exists on implementation and evaluation. In conclusion, given the existence of multiple policy options, further research is needed to determine the types of policies likely to have greatest impact.

Learning Objectives: