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An Examination of Teacher‐Led Nutrition Education in New York City Elementary Schools, Grades K‐5
Author(s) -
Watts Sheldon Oliver,
Lancaster Kristie J.,
Piñero Domingo J.
Publication year - 2007
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.21.5.a300-b
Subject(s) - overweight , childhood obesity , nutrition education , obesity , psychology , gerontology , early childhood , medicine , medical education , environmental health , developmental psychology
Childhood obesity is a growing problem in the U.S. According to data from NHANES 1999–2002, an estimated 16% of all children and adolescents aged 6–19 years are overweight and 31% are at risk for overweight; a 5% increase from NHANES 1988–94 estimates. Childhood overweight or obesity may substantially raise the risk of chronic illnesses now and later in life. Establishing and promoting healthy eating behaviors in childhood is an effective way to prevent childhood overweight and its consequences. Healthy food choices can act as a mediating factor in disease onset and serve as a stepping stone for academic success. Schools inherently provide a valuable opportunity to positively influence children's health behaviors. The goal of this study is to determine the extent to which nutrition education is implemented in different neighborhoods in New York City. It will examine how nutrition knowledge in the classroom is disseminated and what factors support or hinder it. Surveys were mailed and also made available online to New York City elementary school teachers (grades K‐5). The knowledge gained from this study will provide an opportunity to understand the content and range of nutrition education in elementary schools among school districts with differing characteristics and enable educators and policy makers to best facilitate nutrition education in elementary school classrooms.