Running head: HEALTHY EATING AND DIET 1

PPE 310: Health Literacy for Schools

Healthy Eating and Diet
Signature Assignment Rough Draft
Laura Gulbranson and Allison Okurowski
Course # 22849
Ms. Dean

HEALTHY EATING AND DIET

Introduction
Obesity rates in children and adolescents is on the rise. This is due to increasingly poor
eating habits and a wider variety of fast food at their disposal. A nutrient poor diet inhibits brain
function and causes numerous health problems. In order for students to be healthier and achieve
at their fullest potential, they must adjust their diet to be more nutritious. One way to increase
nutrition awareness in schools is to implement a school wide program that involves the students,
staff, and community. Throughout this program, the students would do classroom projects on
various health topics and showcase their work during a school assembly. This assembly would be
open to parents and community to broaden nutrition awareness outside of the schools walls.
Literature Review
Poor eating habits and nutrient deficiencies lead to health problems, and unfortunately
these health problems are becoming more prevalent in children and adolescents. "Obesity raises
the risk for type 2 diabetes mellitus, insulin resistance, heart disease, high blood pressure,
metabolic syndrome, and other health-related disorders. Type 2 diabetes, once uncommon in
childhood, now represents 8% to 45% of all diabetes reported in children and adolescents (Katz,
2010). It can be easy to see the physical characteristics of an unhealthy diet: overweight or
malnourished with a sloth-like demeanor. What is more difficult to recognize is the negative
cognitive repercussions that result from an under nourished brain. Recent evidence suggests that
good nutrition is essential for our mental health and that a number of mental health conditions
may be influenced by dietary factors (Diet and Mental Health. (n.d.)). Providing the essential

HEALTHY EATING AND DIET

nutritional resources for our students to be healthy enables them to better succeed in the
classroom.
In connection to diet and its implications, in 2003, the Canadian Population Health
Initiative and a Canada Research Chair in Population Health funded a study on the effects of
dietary intake on school performance of 5,200 5th grade students in Nova Scotia, Canada. The
results showed a significant performance difference between those students who had a
nutritionally balanced diet and those with a decreased overall diet. Additionally, their research
supported the implementation of school nutrition programs to improve student access to healthy
food choices (Florence, 2008). The food choices students make correlates with maintaining a
productive state of mind and better overall health. If school-wide nutrition awareness programs
are implemented, students may achieve at a higher level and be healthier and happier individuals.
A research study through the Robert Wood Johnson Foundation has shown some of the
implications that physical activities and lack of physical activities have in a students academic
performance. The study highlights on the statistics that show the extent of obesity as an
epidemic. Twenty-five million children are considered overweight or obese in the United States,
which is approximately one-third of adolescents in the country (Trost, 2007). The study also
refers to the controversies of the educational budget and how standardized tests have been put
the forefront. Priorities have shifted at the expense of cutting down on physical education
programs. The main concern for all stakeholders is to ensure the academic achievement of all
students. Despite the reduction of physical education, Trost points out how statistics have shown
that integrating physical education in schools and curriculum actually increases student
performance in schools. For this study specifically, increased academic performance is proven

HEALTHY EATING AND DIET

through a research project that comprised of 243 students within the study at an elementary
school in North Carolina. The study spanned 12 weeks. Within this time, data was collected on
the outcomes of physical activity breaks in classrooms. -3% of students showed on-task behavior
when there were no physical activity breaks implemented in the class and 8% of general students
showed on-task behavior when physical activity breaks were integrated in the classroom. While
8% may not seem like a dramatic amount, 20% of students who usually were off-task, showed
on-task behavior with the implementation of physical activity breaks. With that being said,
maintaining and even increasing physical education and activities is a step in combating the
obesity rate in the United States.
Even though obesity affects all students in the USA in some way, researchers Alicia
Fedewa and Jennifer Hoffman focuses on the idea that lack of nutrition and physical activity is
detrimental to students from lower socioeconomic statuses. They refer to these students as the
disadvantaged and these researchers main concern is that poor nutrition and physical activity
broadens the achievement gap between students of different socioeconomic statuses (Fedewa &
Hoffman, 2013). Fedewa and Hoffman state how the National School Lunch Program (NSLP)
has been a significant factor in promoting nutrition and health in schools by providing reduced
lunch and free lunch meals to eligible students. Despite the accessibility and options provided by
NSLP, a number of factors contributing to students' lack of participation in the NSLP is the
stigma attached to being eligible for the program. (Fedewa & Hoffman, 2013). In addition to
nutrition, students from lower socio-economic backgrounds tend to participate less in physical
activities compared to students from middle and higher socio-economic backgrounds. Moreover,
inactivity increases with ethnic and racial minorities, especially from low-income families.
Promoting health and nutrition with the collaboration of stakeholders such as administration,

HEALTHY EATING AND DIET

school psychologists, families, and the community is necessary to close the achievement gap of
children regardless of their background.
An additional study was implemented by a group of researchers whose purpose was to
gather data and evaluate the integration of physical activities within schools as well as the effect
of physical activities on academic performance. While this study was implemented in British
Columbia of Canada, parallels and connections can still be made between Canada and US
research on physical health and nutrition education integration in schools. The research for this
particular study spanned a year and four months. 143 boys and 144 girls from 4th and 5th grade
had participated in this study (Ahamed et al., 2007). In order to evaluate academic achievement,
the Canadian Achievement Test (CAT-3) was administered at the end of the study, and teachers
had to keep weekly activity logs to keep track of physical activities implemented in the
classroom. In addition, physical activity was measured by the Physical Activity Questionnaire for
Children (PAQ-C). Throughout the study, these researchers evaluated schools who adopted a
physical activity model for teaching called Action Schools! BC (AS! BC) and compared these
findings to schools who have not adopted this physical activity model in their schools. By the
end of the study, results showed that even though there were no dramatic differences in test
scores, physical activity through the AS! BC model did not hinder academic performance
(Ahamed et al., 2007). The benefit of the program lies in the promotion of healthy living through
physical activity.
Synthesis of Information
Based on these selections of peer reviews, evidence shows that promoting, educating, and
integrating nutritious meals and physical activity will help to build healthier students and

HEALTHY EATING AND DIET

promote their wellbeing. All of the studies highlight the fact that physical activity and nutrition
helps students in all facets of their lives. A counterclaim may be that implementation of these
programs may be beneficial but takes away time from academic learning. However, research
from British Columbia by Mr. Ahamed and his team reveal that even if there are not significant
changes in outcomes of academic performance, results show that including health models will
not decrease performance (Ahamed et al., 2007). This is just one example where there have not
been significant changes, but the other four studies have shown an increase of academic
performance due to physical activities and nutrition. Health problems and disorders are a result
of unhealthy eating habits and poor nutrition as was explained by David L. Katz and his teams
research in Putting Physical Activity Where It Fits in the School Day: Preliminary Results of the
ABC (Activity Bursts in the Classroom) for Fitness Program. Children are still developing
cognitively and physically, and proper nutrition ensures that their basic needs are being met and
the brain and bodys growth reaches their potential (Katz, 2010).
Another key issue that was presented in the peer reviews was the effect of insufficient
nutrition and physical activity for minorities. The growth of health problems among the youth is
omnipresent regardless of race, age, or socioeconomic background, yet the reality is that disparities
still exist and are paramount in marginalized groups. Alicia Fedewa and Jennifer Hoffman discuss

this issue thoroughly in comparison to the other peer reviews presented. They bring to light the
sensitivity and controversy that revolves around the idea of promotion of nutrition and healthy
eating habits, especially among marginalized minorities. With any health program, it is important
to promote healthy habits collectively without unintentionally marginalizing the already
marginalized. A conclusive health program must treat all students as equals and this should be
the reality of the health program in order to eradicate stigmas of the correlation between class

HEALTHY EATING AND DIET

and race being factors toward obesity and health issues. An effective health program integrated
into the school curriculum and the school culture will not jeopardize a childs self-esteem.
All of the research compiled shows how critical of a problem obesity is, but shows the
larger implication it has on students and the community as a whole. This makes it necessary to
integrate a plan of action for all schools across America. This is no easy task, but educators play
an important role in initiating a change at the schools they serve at. In order to address this issue,
a school-wide culminating health education program is proposed to help solve the crisis in
providing children with healthy options while enriching the academic experience.
Practical Implications
Nutrition and health have a direct correlation to students weight management, academic
performance, and self-esteem and can all be benefited by increasing nutritional awareness and
education on healthy practices. The long-term objective is to implement a school-wide
educational program that promotes healthy living and educates the students and the community
about health and nutrition. The long-term objective is to implement a school wide program that
will educate the students on the nutritional value of their food and teach them how to make
healthier choices. Additionally, the students will learn the benefits of exercise and making
healthier food choices. These benefits include higher brain function, more success in school,
overall elevated demeanor, and weight management. This program will promote healthy living
and will reach out beyond the school to include the surrounding communities.
This school wide program will take the form of an 8 week Health and Nutrition unit. In
order to keep up the momentum and student motivation for the entire length of the unit, a
wellness committee will be formed consisting of the school administrative staff, the teachers at

HEALTHY EATING AND DIET

all grade levels, and a parent support team. The duty of the wellness committee is to carry out
educational practices necessary to support student learning.
The administrative staff is a large motivational influence. When the students see that the
principal is excited about a topic, they are more inclined to share his/her enthusiasm. The
administrative staff will also help plan school wide events and field trips. One such field trip will
be An Apple a Day in which the students will go to an apple orchard. Here, they will learn about
where their food comes from, the growing and harvesting process, and the sustainable methods
used in agriculture. They will also learn about the nutritional benefits of eating an apple a day.
Teachers are responsible for carrying out activities, lessons, and projects. Activity
breaks will be incorporated throughout the regular lessons to promote physical activity and
movement in the classroom. Physical activities and activity breaks will be incorporated
throughout regular class lessons and PE classes to learn aerobic activities, muscle-strengthening
activities, bone-strengthening activities, and balance and stretching activities (Physical activity,
2015). These will all be activities that the students can do outside of school to promote a healthy
and active lifestyle. Each week, the teachers will present a minimum of one full lesson that
answers a question about a health topic. Some topics and questions include: How much sugar is
in my drink? What is nutrition and are my snacks nutritious? How many calories do I need each
day? What is the food pyramid and what is a protein, carb, starch, fruit, or vegetable? Why is
exercise important and how much should I be getting? How can I live a healthy lifestyle at
home? Does living a healthy lifestyle really help my brain? Class projects include making
posters about each topic the cover. These posters will be displayed around the school to promote
the Health and Nutrition unit.
The parent support team will help the teachers in carrying out classroom activities and

HEALTHY EATING AND DIET

projects. They will also assist in chaperoning field trips. Additionally, parents can help the school
staff translate fliers sent home with the students and promote to their community how beneficial
the Health and Nutrition unit is to the students. One of the fliers sent home to communicate with
the community is a survey to collect data about the type of food eaten at home. This helps
familiarize the teacher with students backgrounds, find out what nutritional needs are already
being met, and which nutritional topics need to be covered or emphasized.
One of the ways students will track their progress throughout the Health and Nutrition
unit is by utilizing a food tracker. This will help them focus on the nutritional value of their food
and encourage them to make healthier choices. The food tracker will be provided in either a
print-out version or an online interactive version depending on schools resources. Students will
be able to take charge and realize that this tool is a way they can take control of part of their life.
Alongside a food tracker, would be a class tracking system. Once a student has met a goal they
have made for themselves for the day or the week (ie. 2 servings of fruit and vegetables each day
a week, 3 servings of fruit and vegetables throughout the second week, etc.), they earn a star on
the class tracking system. Each student goal will differ to ensure the curriculum is individualized.
One of the primary objectives of this Health and Nutrition unit is for students to not only learn
about the benefits of healthy food options available to them, but also to set goals by tracking
what they eat and reflecting.
David J. Anspaugh and Gene Ezell, the authors of Teaching Todays Health, state how
teachers need to make sure that the learning opportunities provided are interesting and
personalizedThe home and school have to work together to make the nutrition education of the
student a success (2013, p. 311). To make this unit more meaningful to the students, they are
encouraged to take part in teaching their own community about what they have learned about

HEALTHY EATING AND DIET

10

nutrition, forming healthy eating and exercise habits, and the way in which they have applied
what they have learned in their own lives.
At the end of the Health and Nutrition unit, a Family Health and Nutrition Showcase
Night would take place in the school cafeteria. All staff, students, community members, and
families are invited. The parent committee would be asked to create a newsletter to be sent home
with the students announcing the Family Health and Nutrition Showcase Night that includes
time, date, and activities. This newsletter can also be distributed at the community library to open
the invitation to all community members. At the Showcase Night, there will be stations set up
that focus on different health facts and concepts covered during the unit. For example, one
station might focus on how much sugar is in different drinks and another might showcase the
food tracker. One of the stations will demonstrations of the physical activities learned in the
classroom activity breaks and during PE class. This is an opportunity for the students to
showcase their work and dedication during the unit. This wrap up pep assembly would also
include skits at the beginning and end performed and developed by the students, staff, and parent
volunteers. Healthy snacks will be offered to all attendees. The assembly will be extremely
interactive and everyone present will have the opportunity to participate. This school-wide event
is a conglomeration of all objectives students have mastered throughout the unit. This event is a
way to create a bridge between families, health education, and the schools.
Conclusion
The importance of connecting every member of the community in a health cause cannot
be stressed enough. When students, teachers, parents, and community members can find the
meaning behind a cause, then a consensus can be made that the cause is worth fighting for.

HEALTHY EATING AND DIET

11

Students play the part of teachers as much as teachers play a role as a learner. Students give back
to their community by teaching what they have learned about nutrition, healthy habits, and
application of their learning. Members of the community also take part in this mutual learning
and teaching process. Knowledge, understanding, and problem-solving skills to reach a solution
in promotion of health and achievement occurs throughout it all. This community involvement
will promote the primary goal of this nutrition and health program; students will not only learn
about the benefits of making healthy choices, but will also teach their communities how to live
healthier lives. Everything that occurs within the unit will be revealed to families and the school
community as a whole at the very end during the Family Health and Nutrition Showcase Night.
By the end of this health and nutrition unit, every member of the community, including teachers,
will have taken part in a mutual learning experience that promotes the health of every
stakeholder involved in the cause. Intertwining health education with the support of families and
the school is the key to ensuring the longevity of health as more than a culminating unit, but as a
habit and a way to live life.

HEALTHY EATING AND DIET

12

References
Ahamed, Y., Macdonald, H., Reed, K., Naylor, P., Liu-Ambrose, T., & Mckay, H. (2007).
School-Based Physical Activity Does Not Compromise Children's Academic
Performance. Medicine & Science in Sports & Exercise, 39(2), 371-376. Retrieved April
18, 2015.
Anspaugh, D., & Ezell, G. (2013). The Need for Health Education. In Teaching Today's Health
(10th ed., p. 311). Glenview: Pearson Education.
Diet and Mental Health. (n.d.). Retrieved February 16, 2015, from
http://www.mentalhealth.org.uk /help-information/mental-health-a-z/D/diet/
Fedewa, A., & Hoffman, J. (2013). Nutrition and Physical Activity as Protective Factors in
Eliminating the Achievement Gap. Research-Based Practice: Nutrition and Physical
Activity, 42(1). Retrieved April 16, 2015, from http://www.nasponline.org/publications
/cq/42/1/nutrition-and-activity.aspx
Florence, M. D., Asbridge, M. and Veugelers, P. J. (2008), Diet Quality and Academic
Performance. Journal of School Health, 78: 209215. doi: 10.1111/j.17461561.2008.00288.x. Retrieved April 16, 2015, from http://onlinelibrary.wiley.com/doi
/10.1111/j.1746-1561.2008.00288.x/abstract

HEALTHY EATING AND DIET

Katz, D. L., Cushman, D., Reynolds, J., Njike, V., Treu, J. A., Katz, C., Smith, E. (2010).
Putting Physical Activity Where It Fits in the School Day: Preliminary Results of the
ABC (Activity Bursts in the Classroom) for Fitness Program. Preventing Chronic
Disease, 7(4), A82.
Trost. S. (2007). Active Education: Physical Education, Physical Activity, and Academic
Performance. Active Living Research. Retrieved April 16, 2015, from www.safe
routespartnership.org/sites/default/files/pdf/Lib_of_Res/5ed-Active_Ed.pdf

13