School children's consumption of lower-calorie flavored milk: a plate waste study

Children's perceptions of fluid milk with varying levels of milkfat

Schools participating in federal meal programs are limited to serving skim or low-fat (≤1%) flavored and unflavored milk. Few studies have directly addressed child perceptions and preferences for milk containing different amounts of milkfat. The objective of this study was to determine whether children can differentiate between flavored and unflavored fluid milk containing varying levels of milkfat and whether preferences for certain levels of milkfat exist. Flavored and unflavored milks containing 4 different percentages of milkfat (≤0.5, 1, 2, and 3.25%) were high-temperature, short-time processed, filled into half-gallon light-shielded milk jugs, and stored at 4°C in the dark. Milks were evaluated by children (ages 8-13 yr) following 7 d at 4°C. Acceptance testing and tetrad difference testing were conducted on flavored and unflavored milks with and without visual cues to determine if differences were driven by visual or flavor or mouthfeel cues. Child acceptance testing (n = 138 unflavored; n = 123 flavored) was conducted to evaluate liking and perception of selected attributes. Tetrad testing (n = 127 unflavored; n = 129 flavored) was conducted to determine if children could differentiate between different fat levels even in the absence of a difference in acceptance. The experiment was replicated twice. When visual cues were present, children had higher overall liking for 1% and 2% milks than skim for unflavored milk and higher liking for chocolate milks containing at least 1% milk fat than for skim. Differences in liking were driven by appearance, viscosity, and flavor. In the absence of visual cues, no differences were observed in liking or flavor or mouthfeel attributes for unflavored milk but higher liking for at least 1% milk fat in chocolate milk compared with skim was consistent with the presence of visual cues. From tetrad testing, children could visually tell a difference between all unflavored pairs except 2% versus whole milk and could not detect consistent differences between milkfat pairs in the absence of visual cues. For chocolate milk, children could tell a difference between all milk fat pairs with visual cues and could tell a difference between skim versus 2% and skim versus whole milk without visual cues. These results demonstrate that in the absence of package-related flavors, school-age children like unflavored skim milk as well as milk with higher fat content in the absence of visual cues. In contrast, appearance as well as flavor and mouthfeel attributes play a role in children's liking as well as their ability to discriminate between chocolate milks containing different amounts of fat, with chocolate milk containing at least 1% fat preferred. The sensory quality of school lunch milk is vital to child preference, and processing efforts are needed to maximize school milk sensory quality.

School Nutrition Director Perceptions of Flexible Regulations for School Nutrition Programs in One Southeastern State

BACKGROUND

Schools are a promising site for influencing the dietary intake of children and adolescents. The US Department of Agriculture recently released flexibilities to requirements for whole-grains, sodium, and low-fat milk in schools who demonstrated difficulty meeting nutrition standards for school meal programs. The support of School Nutrition Directors (SNDs) is vital to the success of school food environment changes; however, few studies have explored SNDs perceptions to changes in nutrition standards.

METHODS

Experiences and perspectives toward nutrition standards of 10 SNDs, and their satisfaction with flexibilities for whole-grains, sodium, and low-fat milk were explored using a semi-structured interview. Responses were analyzed using an inductive approach with thematic analysis.

RESULTS

Three broad categories emerged challenges with the Healthy, Hunger-Free Kids Act, food preferences and acceptability, and support and representation. A greater need for internal and external support, assistance in equipment and staff, procurement of foods compliant with regulations and acceptable to students, and more input on federal decisions and policies were perceived as important.

CONCLUSIONS

Results provide critical insight into the implementation of nutrition standards. Future research and changes to school nutrition programs should consider these challenges as they strive to meet the needs of this important population.

Students choosing fat-free chocolate milk during school lunch consume more calories, total sugar, protein, minerals and vitamins at lunch

OBJECTIVE

To examine how milk consumption varies by milk choice and measure the association of milk choice on the nutritional and energetic content of National School Lunch Program (NSLP) lunches.

DESIGN

An observational plate waste study using the Digital Photography of Foods Method.

SETTING

Data were collected from two suburban South Carolina schools in one district during February and March 2013.

PARTICIPANTS

Totally, 968 NSLP lunches selected by 619 kindergarten to fifth grade students.

RESULTS

Most students chose chocolate milk (75 %). A multinomial logit model indicated milk choice varied significantly by sociodemographic characteristics. An ordinary least square regression indicated that consumption rates of low-fat white milk were 8·5 % lower than fat-free chocolate milk (P = 0·039) and milk consumption rates varied statistically by sociodemographic characteristics. Ordinary least square regressions found that the consumption of energies and nutrients from NSLP lunches varied with sociodemographic characteristics and milk choice; students selecting chocolate milk consumed 58 more energies (P < 0·001) and 10 more grams of total sugar (P < 0·001) than students selecting low-fat white milk from their NSLP lunches. Students consumed statistically similar energies and nutrients from the non-milk components of their meals.

CONCLUSIONS

Students selecting chocolate milk consumed more energies and nutrients from their NSLP lunches with the increases in consumption attributed to the milk component of the meal. The findings have implications for recent changes to NSLP guidelines that allow schools to offer both low-fat and fat-free flavoured milk, reversing the previous ban on low-fat flavoured milk under the Healthy, Hunger-Free Kids Act.

Milk Consumption and Waste Across 5 Montana High School Lunch Programs

BACKGROUND

Few studies document milk selection and waste among high school lunch programs.

METHODS

This observational research assesses the types of milk selected and wasted among 5 Montana high school lunch programs. Over 6 days across the 2014-2015 school year, 3842 milk cartons were collected. Direct weighing was used to assess the ounces of milk wasted and consumed by milk type. Outcomes included the number of milks selected by type at each school, ounces of milk consumed and wasted on average per student. Descriptive and inferential statistics were used to assess demographics of school lunch participation, milk consumption and waste, and the amount of waste per type of milk.

RESULTS

Students were most likely (p < .05) to select fat-free flavored milk, followed by 1% plain milk, and fat-free plain milk. Fat-free flavored (mean = 0.86, SD = 0.55) was the least wasted, followed by fat-free plain (mean = 1.08 oz, SD = 1.55), and 1% plain (mean = 1.26 oz, SD = 1.02).

CONCLUSIONS

Across all milk options, milk waste was low. The findings indicate that high school students are more likely to select and consume greater amounts of, and waste less, fat-free flavored milk.

Factors Influencing Fluid Milk Waste in a Breakfast in the Classroom School Breakfast Program

OBJECTIVE

To determine predictors of fluid milk waste in a Breakfast in the Classroom School Breakfast Program.

DESIGN

Cross-sectional with 3 repeated measures/classroom.

SETTING

Elementary schools in a medium-sized, low-income, urban school district.

PARTICIPANTS

Twenty third- through fourth-grade classrooms across 6 schools.

MAIN OUTCOMES

Dependent variables include percentage of total and served milk wasted. Independent variables included observed daily menu offerings, program factors, and teacher and student behavior.

ANALYSIS

Descriptive statistics were used to characterize variables across classrooms and schools. Multilevel mixed-effects models were used to test associations between predictors and outcomes of interest. P ≤ .05 was considered statistically significant.

RESULTS

Total milk waste increased 12% when juice was offered and 3% for each additional carton of unserved milk. Teacher encouragement to take and/or consume breakfast was associated with a 5% and 9% increase in total and served milk waste, respectively. When students were engaged in other activities in addition to eating breakfast, total milk waste decreased 10%.

CONCLUSIONS AND IMPLICATIONS

Beverage offerings were predictive of greater total milk waste. Teacher and student behavior also appeared to influence milk consumption. Findings suggest that specific changes to School Breakfast Program implementation policies and practices could have an important role in waste mitigation.

Food Waste in the National School Lunch Program 1978-2015: A Systematic Review

BACKGROUND

Food waste studies have been used for more than 40 years to assess nutrient intake, dietary quality, menu performance, food acceptability, cost, and effectiveness of nutrition education in the National School Lunch Program (NSLP).

OBJECTIVE

Describe methods used to measure food waste and respective results in the NSLP across time.

METHODS

A systematic review using PubMed, Science Direct, Informaworld, and Institute of Scientific Information Web of Knowledge was conducted using the following search terms: waste, school lunch, plate waste, food waste, kitchen, half method, quarter method, weight, and photography. Studies published through June 2015 were included. The systematic review followed preferred reporting items for systematic reviews and meta-analyses recommendations.

RESULTS

The final review included 53 articles. Food waste methodologies included in-person visual estimation (n=11), digital photography (n=11), direct weighing (n=23), and a combination of in-person visual estimation, digital photography, and/or direct weighing (n=8). A majority of studies used a pre-post intervention or cross-sectional design. Fruits and vegetables were the most researched dietary component on the lunch tray and yielded the greatest amount of waste across studies.

CONCLUSIONS

Food waste is commonly assessed in the NSLP, but the methods are diverse and reporting metrics are variable. Future research should focus on establishing more uniform metrics to measure and report on food waste in the NSLP. Consistent food waste measurement methods will allow for better comparisons between studies. Such measures may facilitate better decision making about NSLP practices, programs, and policies that influence student consumption patterns across settings and interventions.

Food Reluctance of Preschool Children Attending Daycare Centers Is Associated with a Lower Body Mass Index

BACKGROUND

Food reluctance can present as fussiness, picky eating, slowness in eating, and high satiety responsiveness. It can be associated with inadequate weight gain during early childhood. Although a majority of preschoolers attend daycare centers, associations between their eating behaviors at daycare and their body composition have not been studied.

OBJECTIVE

Our aim was to develop an estimate of food reluctance and to assess the relationship between food reluctance at daycare and body mass index (BMI) and waist circumference of preschoolers.

DESIGN

We conducted a cross-sectional secondary analyses. Food reluctance was estimated using weighted digital plate waste analysis. Intra-rater, inter-rater, and test-retest reliability and convergent validity of the food reluctance score were tested. The food reluctance score was then compared to preschool children's BMI and waist circumference.

PARTICIPANTS/SETTING

Participants included 309 children aged 3 to 5 years in 24 daycare centers across the Canadian province of New Brunswick.

MAIN OUTCOME MEASURES

Preschool children's waist circumference and age-adjusted BMI derived from objectively measured height and weight were analyzed.

STATISTICAL ANALYSES PERFORMED

Intraclass correlations were used to determine the reliability of the new estimate. Spearman correlation was used to compare the estimate with parental report of food reluctance. Multivariate linear regressions were used to examine the relationship between food reluctance and waist circumference and age-adjusted BMI.

RESULTS

The estimated food reluctance score demonstrated excellent inter- and intra-rater reliability (intraclass correlation>0.97; P<0.0001) and good test-retest reliability (intraclass correlation=0.72; P<0.0001). It also provided evidence of convergent validity through correlation with reluctance-related subscales of the Child Eating Behavior Questionnaire (ρ=.53, P<0.0001). Greater demonstration of food reluctance at the daycare center was associated with a lower age-adjusted BMI (adjusted β -1.41; 95% CI -.15 to -2.67), but was not associated with children's waist circumference (adjusted β -.60; 95% CI -2.06 to .86).

CONCLUSIONS

Signs of food reluctance can be observed in daycare and relate to lower BMI among preschoolers.

Communication Strategies to Improve Healthy Food Consumption among Schoolchildren: Focus on Milk

This work provides an updated picture of communication strategies developed to improve healthy dietary habits in schoolchildren, with a focus on the importance of milk consumption. The paper has investigated two main areas: the definition of the main orientations and key points of research approach relative to the communication methods, with special attention to multiple strategies and the identification of their peculiarities to increase daily milk consumption. The school environment is considered as a unique environment to help increase the adoption of a correct dietary habit and lifestyle; it increases physical activity by facilitating the flow of health-related information. In this regard, several studies have highlighted the importance and effectiveness of school-based interventions on a large-scale, also considering multiple contexts, early interventions as well as the involvement of teachers, students and families. The effective actions range from interventions on prices and the availability of desirable and undesirable foods to educational programmes that improve food knowledge and the choices of students and/or their parents. From the nutritional point of view, milk is an important component of a well-balanced diet—especially for children—because it contains essential nutrients. It is a substantial contributor to the daily energy intake; however, its consumption often declines with aging and becomes insufficient. Therefore, developing strategies to increase its consumption is an important objective to reach.

Added Sugars and Cardiovascular Disease Risk in Children: A Scientific Statement From the American Heart Association

BACKGROUND

Poor lifestyle behaviors are leading causes of preventable diseases globally. Added sugars contribute to a diet that is energy dense but nutrient poor and increase risk of developing obesity, cardiovascular disease, hypertension, obesity-related cancers, and dental caries.

METHODS AND RESULTS

For this American Heart Association scientific statement, the writing group reviewed and graded the current scientific evidence for studies examining the cardiovascular health effects of added sugars on children. The available literature was subdivided into 5 broad subareas: effects on blood pressure, lipids, insulin resistance and diabetes mellitus, nonalcoholic fatty liver disease, and obesity.

CONCLUSIONS

Associations between added sugars and increased cardiovascular disease risk factors among US children are present at levels far below current consumption levels. Strong evidence supports the association of added sugars with increased cardiovascular disease risk in children through increased energy intake, increased adiposity, and dyslipidemia. The committee found that it is reasonable to recommend that children consume ≤25 g (100 cal or ≈6 teaspoons) of added sugars per day and to avoid added sugars for children <2 years of age. Although added sugars most likely can be safely consumed in low amounts as part of a healthy diet, few children achieve such levels, making this an important public health target.

Creation and imitation of a milk flavour

Flavour plays a crucial role in food and is the most important aspect of milk.

Impact of replacing regular chocolate milk with the reduced-sugar option on milk consumption in elementary schools in Saskatoon, Canada

Excess sugar consumption in children has led to the removal of chocolate milk from some schools. Lower-sugar formulations, if accepted, would provide the benefits of milk consumption. In a cross-over trial, milk consumption was measured in 8 schools over 6 weeks in 2 phases: phase 1 provided standard 1% chocolate milk and plain 2% milk choices for the first 3 weeks, and phase 2 provided reduced-sugar 1% chocolate milk and plain 2% milk for the next 3 weeks. Milk selection and milk wasted were measured by sex and grade (1–8). Children chose chocolate milk more often than white milk in both phases (phase 1, 8.93% ± 0.75% vs. 0.87% ± 0.11% (p < 0.001), and phase 2, 5.76% ± 0.29% vs. 0.78% ± 0.14% (p < 0.001), respectively). Fewer children chose reduced-sugar chocolate milk in phase 2 (p < 0.001). A greater percentage of younger students (grades 1–4) than older students (grades 5–8) purchased milk in both phases (phase 1, 11.10% ± 0.81% vs. 8.36% ± 0.74%, p = 0.020, and phase 2, 8.47% ± 0.43% vs. 4.62% ± 0.40%, p < 0.001, respectively); older children drank more milk at lunch. Schoolchildren preferred chocolate milk over plain milk even when a reduced-sugar formula was offered; however, switching to reduced-sugar chocolate milk led to a decrease in the number of students choosing milk. Longer-duration studies are required to determine if students would purchase reduced-sugar chocolate milk at the same rate as they would purchase regular chocolate milk.

Sugars and adiposity: the long-term effects of consuming added and naturally occurring sugars in foods and in beverages

OBJECTIVE

The aim of this study was to determine if the association with adiposity varies by the type (added vs. naturally occurring) and form (liquid vs. solid) of dietary sugars consumed.

METHODS

Data from the 10-year National Heart, Lung, and Blood Institute (NHLBI) Growth and Health Study (n = 2,021 girls aged 9-10 years at baseline; n = 5,156 paired observations) were used. Using mixed linear models, 1-year changes in sugar intake, body mass index z-score (BMIz) and waist circumference (WC) were assessed.

RESULTS

The results showed mean daily added sugar (AS) intake: 10.3 tsp (41 g) liquid; 11.6 tsp (46 g) solid and naturally occurring sugar intake: 2.6 tsp (10 g) liquid; 2.2 tsp (9 g) solid. Before total energy adjustment, each additional teaspoon of liquid AS was associated with a 0.222-mm increase in WC (p = 0.0003) and a 0.002 increase in BMIz (p = 0.003). Each teaspoon of solid AS was associated with a 0.126-mm increase in WC (p = 0.03) and a 0.001 increase in BMIz (p = 0.03). Adjusting for total energy, this association was maintained only between liquid AS and WC among all and between solid AS and WC among those overweight/obese only. There was no significant association with naturally occurring sugar.

CONCLUSIONS

These findings demonstrate to suggest a positive association between AS intake (liquid and solid) and BMI that is mediated by total energy intake and an association with WC that is independent of it.

Changing beverage consumption patterns have resulted in fewer liquid calories in the diets of US children: National Health and Nutrition Examination Survey 2001-2010

BACKGROUND

Beverage consumption patterns have been linked to obesity and chronic disease risk. Although the consumption of sugar-sweetened beverages (SSBs) has decreased recently, little is known about the parallel trends in intake of other beverages.

OBJECTIVE

To describe recent trends in consumption of all commonly consumed beverages among US children aged 2 to 19 years.

DESIGN

Twenty-four-hour dietary recalls from 18,541 participants in the National Health and Nutrition Examination Survey from 2001-2010 were used to assess beverage intake, including SSBs (ie, sodas, fruit-flavored drinks, sport and energy drinks, fruit juices, coffees/teas, and other [nondairy] sugar-sweetened drinks); milks (ie, plain whole, reduced fat, and low-/nonfat, sweetened, other milks/milk-based drinks, and milk alternatives); 100% juices (ie, fruit, and vegetable/mixed without added sugar); low-/no-calorie beverages (ie, unsweetened or artificially sweetened: sodas, coffees/teas, flavored waters, diet sport/energy drinks, and other low/no-calorie drinks); alcohol-containing; and plain water (during 2005-2010 only). Weighted mean intakes (percent total energy and total ounces) and consumption prevalence were estimated. Regression models and analytical procedures that account for the complex sampling methods were used to test trends.

RESULTS

Between 2001-2002 and 2009-2010, total daily beverage consumption (excluding water) decreased from 24.4% to 21.1% energy (32.0 to 27.9 oz). Significant decreases (P<0.05) occurred in sugar-sweetened sodas (13.5% to 10.2% energy), whole milk (2.7% to 1.6% energy), fruit juices with sugar added (2.3% to 2.1% energy), and fruit-flavored drinks (1.6% to 0.8% energy). Significant increases occurred for sweetened coffees/teas, energy drinks, sport drinks, and unsweetened juices though the contribution of each to total energy intake remained <1%. Low-/no-calorie drink consumption also increased, rising from 0.2 to 1.3 oz/day.

CONCLUSIONS

Changing beverage consumption patterns reflect positive trends in the form of reduced intake of SSBs, whole milk, and total calories from beverages. Although the consumption of sport drinks, energy drinks, and low-calorie beverages have increased, their contribution to total beverage intake remains small.

Student receptivity to new school meal offerings: assessing fruit and vegetable waste among middle school students in the Los Angeles Unified School District

OBJECTIVE

We sought to characterize student receptivity to new menu offerings in the Los Angeles Unified School District by measuring the levels of fruit and vegetable waste after implementation of changes to the school lunch menu in fall 2011.

METHODS

We measured waste at four randomly selected middle schools in the school district, using two sources: a) food prepared and left over after service (production waste); and b) food that was selected but not eaten by students (plate waste).

RESULTS

10.2% of fruit and 28.7% of vegetable items prepared at the four schools were left over after service. Plate waste data, collected from 2228 students, suggest that many of them did not select fruit (31.5%) or vegetable (39.6%) items. Among students who did, many threw fruit and vegetable items away without eating a single bite.

CONCLUSIONS

Our findings suggest that fruit and vegetable waste was substantial and that additional work may be needed to increase student selection and consumption of fruit and vegetable offerings. Complementary interventions to increase the appeal of fruit and vegetable options may be needed to encourage student receptivity to these healthier items in the school meal program.

Elementary and middle school children's acceptance of lower calorie flavored milk as measured by milk shipment and participation in the National School Lunch Program

BACKGROUND

The United States Department of Agriculture's (USDA) new nutrition standards for school meals include sweeping changes setting upper limits on calories served and limit milk offerings to low fat or fat-free and, if flavored, only fat-free. Milk processors are lowering the calories in flavored milks. As changes to milk impact school lunch participation and milk consumption, it is important to know the impact of these modifications.

METHODS

Elementary and middle schools from 17 public school districts that changed from standard flavored milk (160-180 kcal/8 oz) to lower calorie flavored milk (140-150 kcal/8 oz) between 2008 and 2009 were enrolled. Milk shipment and National School Lunch Program (NSLP) participation rates were collected for 3 time periods over 12 months (pre-reformulation, at the time of reformulation, and after reformulation). Linear mixed models were used with adjustments for free/reduced meal eligibility.

RESULTS

No changes were seen in shipment of flavored milk or all milk, including unflavored. The NSLP participation rates dropped when lower calorie flavored milk was first offered, but recovered over time.

CONCLUSIONS

While school children appear to accept lower calorie flavored milk, further monitoring is warranted as most of the flavored milks offered were not fat-free as was required by USDA as of fall 2012.

New NSLP guidelines: challenges and opportunities for nutrition education practitioners and researchers

The recent revisions of the National School Lunch Program (NSLP) requirements are designed to align with the 2010 Dietary Guidelines for Americans. The introduction and implementation of the new NSLP has been received with positive and negative reactions from school food professionals, students, parents, and teachers. To promote student health, this is an important time for policy makers, practitioners, and researchers to implement and evaluate strategies to support the new NSLP guidelines. The purpose of this viewpoint was to outline the new NSLP guidelines and discuss challenges and opportunities for implementation, strategies for practice, and future research questions.

The nutritional role of flavored and white milk in the diets of children

BACKGROUND

Some schools are removing flavored milk from lunchrooms based on the perception that consumption has a negative impact on the overall dietary quality. The goal of this study was to assess the contribution of flavored and white milk in the diets of children.

METHODS

Intake data from children 2 to 18 years (N = 7332) participating in the National Health and Nutrition Examination Survey (NHANES) 2003-2006 were obtained from in-person 24-hour dietary recalls. Mean ± standard error of energy and nutrients were determined.

RESULTS

Flavored and white milk contributed, respectively, 2-6% of total energy consumed, 3-12% of saturated fats, 1-3% of sodium, and 4-0% of added sugars. The percent contribution of white milk to intakes of vitamin A (21%), vitamin D (54%), calcium (29%), potassium (17%), magnesium (12%), and phosphorus (19%) exceeded 10% of total intake. Consumption of flavored milk contributed a smaller percentage to total intake. For total dairy consumed the percent contribution to intake of vitamins A and D, calcium, potassium, magnesium, and phosphorus ranged from 19% to 68%.

CONCLUSIONS

Milk has an important nutritional role in the diets of children. More research is needed to understand the barriers to consuming milk and potential unintended nutrition consequences of removing flavored milk from the lunchrooms.

Beverage-consumption patterns and associations with metabolic risk factors among low-income Latinos with uncontrolled type 2 diabetes

In the United States, Latinos experience disproportionately higher rates of type 2 diabetes and diabetes-related complications than non-Latino whites. Sugar-sweetened beverage (SSB) consumption is strongly associated with increased risk of developing type 2 diabetes. Reducing caloric intake, particularly from energy-dense, low-nutrient foods or beverages, can be an effective and key strategy for metabolic and weight control. However, little is known about the contribution of various types of beverages, including but not limited to SSBs, to total caloric intake among Latinos with type 2 diabetes. Low-income Latinos (87.7% Puerto Rican) participating in a diabetes self-management intervention trial (N=238) provided cross-sectional, descriptive data on beverage-consumption patterns, anthropometric outcomes, and metabolic characteristics. Beverages accounted for one fifth of the total daily caloric intake. SSBs and milk beverages, respectively, contributed 9.6% of calories to overall daily caloric intake. Interventions directed at diabetes risk factors among low-income Latinos with diabetes can benefit from consideration of beverage-consumption behaviors as an important strategy to reduce caloric and sugar intake.

Explaining the positive relationship between fourth-grade children's body mass index and energy intake at school-provided meals (breakfast and lunch)

BACKGROUND

A 2010 publication showed a positive relationship between children's body mass index (BMI) and energy intake at school-provided meals (as assessed by direct meal observations). To help explain that relationship, we investigated 7 outcome variables concerning aspects of school-provided meals: energy content of items selected, number of meal components selected, number of meal components eaten, amounts eaten of standardized school-meal portions, energy intake from flavored milk, energy intake received in trades, and energy content given in trades.

METHODS

Fourth-grade children (N = 465) from Columbia, SC, were observed eating school-provided breakfast and lunch on 1 to 4 days per child. Researchers measured children's weight and height. For daily values at school meals, a generalized linear model was fit with BMI (dependent variable) and the 7 outcome variables, sex, and age (independent variables).

RESULTS

BMI was positively related to amounts eaten of standardized school-meal portions (p < .0001) and increased 8.45 kg/m(2) per serving, controlling for other variables in the model. BMI was positively related to energy intake from flavored milk (p = .0041) and increased 0.347 kg/m(2) for every 100 kcal consumed. BMI was negatively related to energy intake received in trades (p = .0003) and decreased 0.468 kg/m(2) for every 100 kcal received. BMI was not significantly related to 4 outcome variables.

CONCLUSIONS

Knowing that relationships between BMI and actual consumption, not selection, at school-provided meals explained the (previously found) positive relationship between BMI and energy intake at school-provided meals is helpful for school-based obesity interventions.

Changes in intake of milk and dairy products among elementary schoolchildren following experiential studies of dairy farming

This study intends to clarify the effects of hands-on dairy farming experience on the consumption of milk and dairy products. A survey was conducted on 474 elementary schoolchildren and their parents at eight elementary schools that offered hands-on dairy farming experience at four dairy farms in Hokkaido, Japan. In the survey, questionnaires were used to inquire about the children's milk and dairy product intake before and after the hands-on experience. In addition, milk intake at school was investigated weekly for 3 months after the hands-on experience. The parents were asked about the children's intake of milk and dairy products at home before and after the hands-on experience. Analysis of the survey results indicated a significant increase in the amount and frequency of milk consumed and the frequency of yogurt consumed at home by the children immediately after the hands-on experience. Accordingly, the study suggested that the hands-on dairy farming experience had the effect of increasing children's milk and dairy product consumption at home.