Addressing Equity in Rural Schools: Opportunities and Challenges for School Meal Standards Implementation

Autor/inn/en	Asada, Yuka; Mitric, Svetlana; Chriqui, Jamie F.
Titel	Addressing Equity in Rural Schools: Opportunities and Challenges for School Meal Standards Implementation
Quelle	In: Journal of School Health, 90 (2020) 10, S.779-786 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asada, Yuka) ORCID (Chriqui, Jamie F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12943
Schlagwörter	Equal Education; Rural Schools; Program Implementation; High Schools; Public Schools; Nutrition; School Personnel; Barriers; Technical Assistance; Health Programs; Food Standards; Ancillary School Services + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; Oberschule; Public school; Öffentliche Schule; Ernährung; Schulpersonal; Technische Hilfe; Lebensmittelgesetz
Abstract	Background: Few studies examine why rural public schools have weaker policies and practices related to school nutrition environments compared to their urban counterparts. It is important to understand this disparity because federal school meal standards aim for children to access health-promoting nutrition environments. In this study, we identify challenges and opportunities for the implementation of school meal standards in rural high schools. Methods: We interviewed 38 rural school professionals from 22 high schools across 7 states. School professionals included food service directors, principals, school nurses, and teachers. Team coding in Atlas.ti Qualitative Data Analysis software v8 and principles of comparative analysis were employed to generate themes related to challenges and opportunities. Results: Overall, school professionals described improvements with implementation experiences and student acceptance over time. Key challenges included the negative influences of home and community food environments and limited staff size and capacity. Key opportunities involved joining co-ops to enhance purchasing power, leveraging state technical assistance, and forming external partnerships. Conclusions: This study offers insights from a broad range of rural school professionals' implementation experiences. The findings can inform governments and technical assistance agencies working with rural schools and school districts to facilitate implementation and sustainability of initiatives. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01