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Understanding Perceptions of School Administrators Related to School Breakfast in a Low School Breakfast Participation State
Author(s) -
Askelson Natoshia M.,
Golembiewski Elizabeth H.,
Bobst Ann,
Delger Patti J.,
Scheidel Carrie A.
Publication year - 2017
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12511
Subject(s) - flexibility (engineering) , perception , schedule , descriptive statistics , work (physics) , psychology , medical education , gerontology , medicine , mechanical engineering , statistics , mathematics , neuroscience , computer science , engineering , operating system
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.