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Teacher Experience, Personal Health, and Dieting Status Is Associated With Classroom Health‐Related Practices and Modeling *
Author(s) -
Hamilton Lindsay,
Goodman Lynnel,
Roberts Lindsey,
Dial Lauren A.,
Pratt Mercedes,
MusherEizenman Dara
Publication year - 2021
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.12985
Subject(s) - dieting , socioeconomic status , psychological intervention , psychology , demographics , multilevel model , structural equation modeling , perception , medicine , medical education , developmental psychology , environmental health , population , demography , obesity , weight loss , machine learning , psychiatry , sociology , neuroscience , computer science , statistics , mathematics
BACKGROUND Evidence suggests that schools play an important role in student health; however, little is known about variability in teachers' use of food‐related classroom practices. In this study, we examined associations between teacher demographic and individual factors and their food‐related practices and modeling in the classroom. METHODS We had 239 teachers in the United States complete an online survey about their demographics (years of teaching experience, socioeconomic status of the school), personal health status, height and weight, and nutrition knowledge. Teachers also reported on the unhealthy food‐related practices they use in their classroom (eg, candy as a reward) and modeling (ie, engaging in unhealthy and healthy eating practices in front of students). RESULTS Hierarchical linear regressions were computed for each outcome separately. After controlling for socioeconomic status, fewer years of teaching experience and lower perception of personal health were associated with the use of unhealthy practices in the classroom. Teachers who were dieting were more likely to endorse healthy modeling. CONCLUSIONS Teacher demographic and individual factors are associated with food‐related classroom behavior. These findings have implications for interventions to promote the health of teachers and their students.