Literaturnachweis - Detailanzeige
| Autor/inn/en | Feinberg, Termeh; Parker, Elizabeth; Lane, Hannah; Rubio, Diana; Wang, Yan; Hager, Erin |
|---|---|
| Titel | Disparities in Local Wellness Policies Implementation across Maryland Schools |
| Quelle | In: Journal of School Health, 91 (2021) 12, S.992-1001 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Feinberg, Termeh) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4391 |
| DOI | 10.1111/josh.13087 |
| Schlagwörter | School Policy; Board of Education Policy; Educational Environment; Nutrition; Physical Activity Level; Administrator Attitudes; Program Implementation; Elementary Schools; Middle Schools; High Schools; Socioeconomic Status; Racial Differences; Ethnicity; Geographic Location; Maryland |
| Abstract | Background: School-level implementation of district-level local wellness policies (LWPs) is needed to create school environments that promote nutrition and physical activity (PA). Disparities in classroom-specific LWPs implementation were examined. Methods: administrator survey (N = 756 schools; 24/24 districts) included 6 classrooms LWP best-practice items (fully/not fully implemented: restricting food celebrations or rewards, incorporating PA breaks or integrating PA in curricula, restricting withholding or using PA as punishment). A sum score (alpha = .71; elementary and middle/high examined separately) was used to examine associations with student body income (free-and-reduced priced meals (FARMS): [less than or equal to] 40%, 41-75%, [greater than or equal to] 75%), race/ethnicity, and school location (rural/urban/suburban), accounting for district-level clustering, with moderation examined. Results: Classroom implementation scores were: elementary = 3.1 ± 1.8 (range: 0-6/6 items) and middle/high = 2.3 ± 1.6 (range:0-5/5 items). Among elementary and middle/high schools, 65% and 55% had >40% FARMS, 39% and 46% had [greater than or equal to] 50% white student body, and 24% and 23% were urban, respectively. Elementary schools with >40% of FARMS-eligible students and middle/high schools with <25% white students reported implementing fewer items. Location was not associated with classroom practices nor was moderation observed. Conclusions: Disparities in classroom-specific LWP best practices implementation were observed by income and race/ethnicity. Tailored support may be needed to improve classroom LWP implementation in schools serving low-income students. (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 | 2024/1/01 |
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