Online Program

278719
Evaluation of a breakfast in the classroom program on nutritional, health, behavioral, and academic outcomes


Tuesday, November 5, 2013 : 12:50 p.m. - 1:10 p.m.

Stephanie Anzman-Frasca, PhD, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
Holly Carmichael Djang, MA, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
Megan Halmo, MPH, LCSW, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
Stacy Blondin, MSPH, Friedman School of Nutrition Science and Policy, Tufts University, Boston, MA
Peter R. Dolan, MBA, ChildObesity180, Boston, MA
Nesly Metayer, PhD, MPA, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
Miriam E. Nelson, PhD, Sustainability Institute, The University of New Hampshire, Durham, NH
Shanti Sharma, PhD, ChildObesity180, Tufts University Friedman School of Nutrition Science and Policy, Boston, MA
Kathleen S. Smith, MPH, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
Christina D. Economos, PhD, Friedman School of Nutrition Science and Policy, Tufts University and ChildObesity180, Boston, MA
INTRODUCTION: Breakfast in the Classroom (BIC) programs have been highlighted as one way to increase children's access to a healthy breakfast. Acute effects of breakfast consumption on children's cognitive performance are well established. Research on the longer-term impact of BIC on children's nutritional, health, behavioral and academic outcomes is needed. METHODS: Evaluation of the phased implementation of a BIC program is underway in one of the largest school districts in the US. School-wide data on breakfast participation rates, nutrient content of breakfast served, school nurse visits, attendance, discipline, and academic performance will be collected at the beginning and end of the 2012-2013 school year. The sample will include 100 elementary schools implementing BIC during the 2012-2013 school year (intervention group), and 100 elementary schools that will implement BIC in a later year (comparison group). Focus groups with teachers (n=60), parents (n=120), and students (n=120), and interviews with principals (n=8) and food service personnel (n=8) are also being conducted to gather perspectives about BIC. RESULTS: To evaluate BIC's impact on the outcomes listed above, differences between the intervention and comparison groups will be examined at the end of the school year, adjusting for baseline status and school demographics. Themes emerging from focus groups and interviews will also be presented. CONCLUSION: Results will illustrate trends and perspectives following the first year of BIC implementation in one of the largest school districts in the US, and could better define relationships between breakfast consumption and nutritional, health, behavioral and academic outcomes in school-age children.

Learning Areas:

Conduct evaluation related to programs, research, and other areas of practice

Learning Objectives:
Identify the impact of implementation of the Breakfast in the Classroom program on nutrition, behavioral, academic, and health outcomes in one of the largest school districts in the US. Describe teacher, parent, student, principal, and food service personnel impressions and feedback about the Breakfast in the Classroom program. Identify areas for future research to further examine the relationship between BIC and children’s access to/consumption of a healthy breakfast; including parent engagement and knowledge of the BIC program, program implementation and operations, and individual breakfast consumption habits.

Keyword(s): Food and Nutrition, School-Based Programs

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been involved with this evaluation of Breakfast in the Classroom in multiple capacities, including conceptualization, data management, and data analysis. I have conducted literature searches and have engaged in writing in this content area. My training in Human Development & Family Studies has provided me with experience considering intersections between developmental domains and conducting complex longitudinal analyses, both of which have allowed me to contribute to the theory and methodology of this work.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.