An examination of the barriers and facilitators to healthy eating and physical activity for high school students with disabilities within urban and rural communities

The importance and benefits of healthy and eating and physical activity are widely known. However, students with disabilities experience many unique barriers and facilitators that influence their health behaviors. The purpose of this study is to examine the barriers and facilitators that influence healthy eating and physical activity for students with disabilities.

Four semi-structured focus groups (FG) were conducted in urban and rural communities across four states. FG participants included both students with disabilities (physical, sensory, cognitive, and intellectual/developmental disabilities) and staff who work with students with disabilities (teachers, aides, nurses, and care workers). The FGs discussed community mobility, school built environment, staff, programs, equipment, and policies that influence physical activity and healthy eating. Transcripts were coded verbatim. Analysis utilized grounded theory to identify themes and codes.

Major themes identified by students and staff related to physical activity and healthy eating included time allotted for physical activity and healthy eating, school design, rewards/punishments, and staff attitudes. School responsibilities (e.g., studying) greatly limited the time availability for students with disabilities to eat a healthy lunch and engage in physical activity. School policies designed to encourage positive scholastic achievement, did not account for disability status and subsequently had negative repercussions on physical activity and healthy eating. Staff attitudes towards a student's disability greatly influenced physical activity and healthy eating participation.

Future research should focus on methods for addressing the barriers and promoting facilitators identified in this study to in order to positively impact physical activity and healthy eating among students with disabilities.