Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho

BACKGROUND

Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study.

METHODS

A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness data: body composition (body mass index [BMI]), aerobic capacity (Progressive Aerobic Cardiovascular Endurance Run [PACER] test), muscular endurance (curl up), strength (pushup), and flexibility (sit and reach).

RESULTS

A total of 761 students (aged 9-18 years) from grades 3&5, 7, and 9 to 12 participated in the study. Approximately 24% of 3&5 and 22% of 7th, and 12% of 9 to 12th-grade students were categorized as Needs Improvement/Health Risk by FitnessGram standards for BMI. Similarly, approximately 25% of 3&5, and 22% of 7 and 9 to 12th-grade students were considered Needs Improvement/Health Risk for PACER.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY

Results from fitness testing can provide school and public health representatives with a "needs assessment" of student health that can be used to help develop policies and practices to improve student health and wellbeing.

CONCLUSIONS

This study provides a model for statewide annual fitness testing surveillance and reporting within K-12 public school physical education classrooms.

Assessing Obesogenic School Environments in Sibiu County, Romania: Adapting the ISCOLE School Environment Questionnaire

The impact of the school environment on childhood weight status has garnered significant attention in recent years. This study aimed to adapt and validate the International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) School and Environment questionnaire in order to assess the potential obesogenic impact of school environments in Sibiu County, Romania. The ISCOLE questionnaire was chosen for its rigorous methodology. It was derived from a comprehensive study conducted across 12 countries which aimed to capture multifaceted influences on childhood weight while emphasizing educational settings in the collection of data. To guide the translation and adaptation of the questionnaire, a multidisciplinary committee was assembled which comprised experts in teaching and school administration to ensure target responder relevance, experts in clinical research to ensure methodological robustness, experts in language adaptation to preserve the original intent of the survey, and experts in public health to steer the interpretation of the results, with potential policy implications. The data were analyzed by distinguishing between urban and rural settings, and a two-step cluster analysis was implemented to identify potential intervention targets. To assess the validity of the adapted tool, the questionnaire's construct validity and internal consistency were explored. A response rate of 71.2% of the approached schools in Sibiu County was achieved. Of the 84 responding school representatives, 37 (44%) were from a rural setting. The rural schools had significantly more limited access to gymnasiums, secured lockers, showers, and bicycle racks, and exhibited more serious problems regarding the inadequate disposal of garbage in the school vicinity. A two-step cluster analysis revealed distinct school categories, providing opportunities for public policy interventions. One of these primarily concerned rural schools with limited infrastructure but with proactive practices and policies which were termed "unable but willing"; on the opposing spectrum, the category "able but unwilling" mainly comprised urban schools which had available facilities but lacked local proactive initiatives. The findings emphasize the urgent need for targeted measures to bridge these discrepancies by investing in infrastructure in rural schools and promoting active school practices and policies in urban settings. The assessment of obesogenic school environments in Sibiu County provides a pilot model for broader applications due to the diverse school landscape and supportive local authorities. The results, which were achieved using low-cost methods, can guide future educational policies, health promotion initiatives, and preventive interventions.

Look for the meaning of rural school work: Qualitative study on identity of comprehensive teachers in rural primary schools in China

In the working environment of rural schools, whether and how does the identity of new comprehensive teachers change before and after service? Research on this problem is beneficial to optimize pre-service training and provide effective support for in-service training. In this study, phenomenological interviews were conducted to understand the formation and change of their identities in the three stages of pre-service, working and current teaching of four new teachers with 3-year teaching experience in the minority areas of western China. The results show that in the working environment of rural schools, three comprehensive teachers in primary schools have gradually changed from being excellent subject teachers to caring teachers. Another determined to become a caring teacher before her career, she retained her own identity in her work and focused more on the healthy growth of her students. The results show that the working environment of rural schools has a significant impact on the identity of first-term teachers of primary schools. Pre-service training should be integrated into local culture to promote the integration of pre-service and in-service and realize its sustainable development.

Arrested Friendships? Justice Involvement and Interpersonal Exclusion among Rural Youth

OBJECTIVES

We examine the impacts of adolescent arrest on friendship networks. In particular, we extend labeling theory by testing hypotheses for three potential mechanisms of interpersonal exclusion related to the stigma of arrest: rejection, withdrawal, and homophily.

METHOD

We use longitudinal data on 48 peer networks from PROSPER, a study of rural youth followed through middle and high school. We test our hypotheses using stochastic actor-based models.

RESULTS

Our findings suggest that arrested youth are less likely to receive friendship ties from school peers, and are also less likely to extend them. Moreover, these negative associations are attenuated by higher levels of risky behaviors among peers, suggesting that results are driven by exclusion from normative rather than non-normative friendships. We find evidence of homophily on arrest but it appears to be driven by other selection mechanisms rather than a direct preference for similarity on arrest.

CONCLUSIONS

Overall, our findings speak to how arrest may foster social exclusion in rural schools, thereby limiting social capital for already disadvantaged youth.

Self-Worth as a Mediator and Moderator Between Teacher-Student Relationships and Student Engagement in Rural Schools

This study examined how self-worth of students mediated and moderated their perceived positive teacher-student relationships and student engagement among middle-school students from rural China. Eighth graders (N = 838) completed surveys measuring their perceived relationships with teachers, their self-worth, and engagement. Statistical analyses revealed significant correlations among all three variables, with the strongest being between teacher-student relationships and student engagement. The structural equation modeling indicated that self-worth partially mediated the effect of teacher-student relationships on student engagement; however, positive teacher-student relationships were a stronger predictor. Multigroup analyses identified self-worth as a moderator, whereby students with lower self-worth were more reliant on positive teacher-student relationships to enhance their engagement. This study provides insights into how self-worth of students and their perceived positive teacher-student relationships influence their academic engagement in disadvantaged rural areas of China.

Athletic training employment in secondary schools by geographic setting and school size within the United States

CONTEXT

The Athletic Training Locations and Services (ATLAS) Annual Report suggests there are differences in athletic trainer (AT) employment status on the basis of geographic locale. However, the influence of geographic locale and the school size on AT employment is undetermined.

OBJECTIVE

To describe if differences exist in the odds of having AT services by locale for public and private schools, and by student enrollment for public schools.

DESIGN

Cross-sectional study.

SETTING

Public and private secondary schools with athletics programs.

PATIENTS OR OTHER PARTICIPANTS

Data from 20,078 US public and private secondary schools were obtained.

MAIN OUTCOME MEASURES(S)

Data were collected by the ATLAS Project. AT employment status, locales (City, Suburban, Town, and Rural) for public and private schools, and school size category (large, moderate, medium, and small) only for public schools were obtained. AT employment status was examined for each category with odds ratios. A prediction model was produced by Logistic Regression Analysis.

RESULTS

Of the 19,918 public and private schools with AT employment status and locale, Suburban schools had the highest access to AT services (80.1%) with an increased odds compared with Rural schools (OR = 3.55 [3.28 to 3.850]). Of 15,850 public schools with AT employment status and student enrollment, large schools had the highest rate of having AT services (92.1%) with nearly 18.5 times greater odds (OR = 18.480 [16.197 to 21.083]) versus small schools. The logistic model determined that an odds of having access to AT increases by 2.883 times as the school size goes up by one category.

CONCLUSIONS

Nationally, Suburban schools and large public schools have the largest access to AT services compared to schools that are in more remote areas and with less student enrollment. These findings elucidate the geographic locales and student enrollment levels where AT services are most prevalent.

Actively Involving Middle School Students in the Implementation of a Pilot of a Behavioral Economics-Based Lunchroom Intervention in Rural Schools

School-based interventions can play an important role in improving childhood and adolescent nutrition and preventing obesity. Schools offer a unique opportunity to implement policy, systems, and environmental interventions targeting healthy eating behaviors. An intervention was piloted in six middle schools featuring behavioral economics-based changes to the lunchroom, communication training, and communicate cues for food service staff. The pilot study employed a multicomponent evaluation with students and food service directors and staff including a lunchroom assessment, online surveys, production records, and interviews. Five schools increased their scores on the lunchroom assessment tool, and four schools increased the number of servings produced of healthy food items. Interviews with food service directors indicated the interventions was feasible and well received. School-based policy, systems, and environmental interventions targeting healthy eating behaviors may play a role in preventing obesity in children and adolescents.

Understanding Perceptions of School Administrators Related to School Breakfast in a Low School Breakfast Participation State

BACKGROUND

The National School Breakfast Program (SBP) is a federally funded program that allows states to offer nutritious breakfast to K-12 students. However, rates of SBP participation are low in some rural states, and the reasons are not well understood. The purpose of the study was to explore administrators' perceptions, attitudes, and beliefs related to the SBP, and factors they identify as barriers or facilitators to increased participation.

METHODS

Data were collected from a cross-sectional, online survey of K-12 school administrators (N = 152) in a rural, midsized Midwestern state fielded over an academic year. Descriptive statistics were calculated and open-ended questions were coded and analyzed for relevant themes.

RESULTS

Administrators identified busing schedules, time constraints, and a lack of flexibility within the school schedule to accommodate breakfast as primary structural barriers to SBP participation. Administrators described family-centered norms as reasons for low participation in rural areas. Administrators are at varying stages of readiness to work on improving participation.

CONCLUSIONS

Low SBP participation can be explained in part by a convergence of factors related to access, community norms, and structural barriers. Results may be used to inform ways in which administrators at the state, district, and school level can work to increase participation.

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Cet article traite des discours sur le développement physique, intellectuel et moral du citoyen diffusés au Mexique à travers une série de dispositifs nationaux et étrangers tels que les congrès et les conférences. Comme le soulignait le médecin mexicain Manuel Uribe y Troncoso à propos du troisième Congrès international d'hygiène scolaire (Paris, 1910), ces événements sont des moments où les idées s'échangent et servent à comparer son pays aux autres. Au Mexique comme ailleurs, l'école représente l'institution idéale pour transmettre et faire aboutir un discours hygiénique de prévention des maladies et pour favoriser le développement d'une vie saine. Quelques propositions sont intégrées immédiatement lors des réunions pédagogiques, tandis que d'autres doivent être adaptées à la réalité d'un pays subissant des manques qui limitent en grande partie l'application de ces accords. Nous abordons ces discours à partir de deux grands axes permettant de suivre les discussions de ceux qui participent à ces rencontres où se construit une idée sur l'hygiène et la santé au bénéfice de l'enfant en école élémentaire, et d'analyser l'application de quelques-unes de ces propositions aux niveaux national et local.

"Reforms Looked Really Good on Paper": Rural Food Service Responses to the Healthy, Hunger-Free Kids Act of 2010

BACKGROUND

The Healthy, Hunger-Free Kids Act of 2010 (HHKA) required schools to make changes to meals provided to children. Rural school districts have limited resources, with increased obesity rates and local food insecurity. In this study we sought to understand the perceptions of rural food service directors and the barriers to implementing the changes.

METHODS

Food service directors from rural school districts were invited to complete a semistructured telephone interview and online survey. A total of 51 respondents completed both, 6 completed only the online survey, and 16 completed only the telephone interview. Qualitative interview data were analyzed through open thematic coding; descriptive statistics were calculated for the quantitative data.

RESULTS

Food service directors mostly perceived the changes as negative, challenging, and burdensome. They believed that the changes resulted from concern about childhood obesity, which they did not view as a problem for their students. Diverse challenges were reported related to cost, preparation, and student preference.

CONCLUSIONS

Food service directors in isolated, rural areas need support to enhance understanding of HHKA requirements, build professional networks to learn from one another, and communicate with students, families, and other stakeholders. Future efforts should focus on changing perceptions and supporting directors in order to make implementation a success.