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Robertson D, Carins J, Rundle‐Thiele S, Harris J. Evaluation of Social Impact Within Primary School Health Promotion: A Systematic Review. THE JOURNAL OF SCHOOL HEALTH 2022; 92:739-764. [PMID: 35365879 PMCID: PMC9544285 DOI: 10.1111/josh.13160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Revised: 01/22/2022] [Accepted: 01/23/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Health promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions. METHOD A systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom. RESULTS A total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%). CONCLUSIONS This systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.
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Affiliation(s)
- Dianne Robertson
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Julia Carins
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Sharyn Rundle‐Thiele
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
| | - Jessica Harris
- Social Marketing @ GriffithDepartment of Marketing, Griffith University170 Kessels RoadNathanQLD4111Australia
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Karpouzis F, Lindberg R, Walsh A, Shah S, Abbott G, Lai J, Berner A, Ball K. Evaluating OzHarvest's primary-school Food Education and Sustainability Training (FEAST) program in 10-12-year-old children in Australia: protocol for a pragmatic cluster non-randomized controlled trial. BMC Public Health 2021; 21:967. [PMID: 34022839 PMCID: PMC8140478 DOI: 10.1186/s12889-021-10302-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2021] [Accepted: 01/20/2021] [Indexed: 11/10/2022] Open
Abstract
Background The promotion of healthy eating is a public health priority. Poor dietary behaviours, including low fruit and vegetable (F&V) consumption are of particular concern among children. Novel nutrition promotion strategies are needed to improve F&V consumption. Sustainability education could be used to support nutrition education within the school context. The purpose of this paper is to report the protocol for impact and process evaluation of the school-based Food Education and Sustainability Training (FEAST) program, designed to educate children about sustainability, food waste and nutrition, using hands-on cooking activities. Methods A pragmatic, parallel, cluster non-randomized controlled trial with pre- and post-measures, will be implemented among 20 primary schools (10 intervention vs 10 wait-list-control) within NSW, Australia, involving children in Grades 5–6. FEAST is a curriculum-aligned program, delivered as a 1.5-h lesson/week, for a 10-week unit of inquiry, incorporating theory and cooking. FEAST was developed using theoretical frameworks which included Social Cognitive Theory and the Precede-Proceed Planning model. Primary outcomes include children’s self-reported F&V intakes (serves/day). Food literacy constructs such as: nutrition knowledge, food preparation and cooking skills, self-efficacy and behaviours, food waste knowledge and behaviours and food production knowledge, will be assessed as secondary outcomes. Process evaluation will assess program reach, adoption, implementation, maintenance, satisfaction and perceived benefits by teachers and students. An online survey (including quantitative and qualitative questions) was developed for administration at baseline (impact evaluation) and immediately post-intervention (impact and process evaluation). Intervention effects on quantitative study outcomes will be estimated with generalised linear mixed models, including random effects and will follow the intention-to-treat principles. Open-ended questions embedded within the surveys will be analysed qualitatively using content and thematic analyses. Discussion Results from this trial will provide valuable information on the value of adding environmental sustainability strategies to nutrition education in schools. Results will inform the design of future research and programs focused on primary-school children’s nutrition, sustainability-related behaviours and experiential school-based interventions. Trial registration Trial registered 14th December 2020 with the Australian and New Zealand Clinical Trials Registry (ACTRN12620001347954). Supplementary Information The online version contains supplementary material available at 10.1186/s12889-021-10302-0.
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Affiliation(s)
- F Karpouzis
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia.
| | - R Lindberg
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - A Walsh
- School of Behavioural and Health Sciences, Australian Catholic University, Melbourne, VIC, Australia
| | - S Shah
- Faculty of Medicine and Health, University of Sydney, Sydney, NSW, Australia
| | - G Abbott
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - J Lai
- eResearch, Deakin University, Melbourne, VIC, Australia.,Intersect Australia, Sydney, NSW, Australia
| | - A Berner
- OzHarvest, Sydney, NSW, Australia
| | - K Ball
- Faculty of Health, Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
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"You feel like you're part of something bigger": exploring motivations for community garden participation in Melbourne, Australia. BMC Public Health 2019; 19:745. [PMID: 31196077 PMCID: PMC6567388 DOI: 10.1186/s12889-019-7108-3] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2018] [Accepted: 06/05/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Increased global urbanisation has led to public health challenges. Community gardens are identified as a mechanism for addressing socio-ecological determinants of health. This study aims to explore motives for joining community gardens, and the extent to which participation can be facilitated given barriers and enablers to community gardening. Such a study fills a gap in the public health literature, particularly in the Australian context. METHODS This paper presents findings from semi-structured interviews with 23 participants from 6 community gardens across Melbourne. Applying phenomenological, epistemological and reflexive methodologies and thematic analysis of the data, this study provides a snapshot of drivers of community garden participation. RESULTS Results were categorised into six enabling themes to participation. These themes revolved around (i) family history, childhood and passion for gardening; (ii) productive gardening, sustainability and growing fresh produce in nature; (iii) building social and community connections; (iv) community and civic action; (v) stress relief; and (vi) building identity, pride and purpose. Time costs incurred, garden governance and vandalism of garden spaces were among the barriers to community garden participation. CONCLUSION Although an interest in the act of gardening itself may be universally present among community gardeners to varying degrees, the findings of this study suggest that motivations for participation are diverse and span a range of ancestral, social, environmental, and political domains. This study contributes exploratory insights on community garden motivations and sustained involvement across multiple urban sites in Melbourne (Australia). This study recommends extending this work by undertaking future quantitative research that can move from local case studies to a national guidelines on how to engage more people in urban agriculture activities like community gardening.
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Ensaff H, Crawford R, Russell JM, Barker ME. Preparing and sharing food: a quantitative analysis of a primary school-based food intervention. J Public Health (Oxf) 2018; 39:567-573. [PMID: 27591297 DOI: 10.1093/pubmed/fdw086] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Accepted: 07/16/2016] [Indexed: 11/14/2022] Open
Abstract
Background Primary schools are increasingly used as arenas for public health initiatives. The aim of this study was to assess a primary school-based food intervention. Methods The intervention comprised timetabled kitchen classroom sessions (90 min, fortnightly). Pupils prepared and cooked food, which they then ate together. Children's relationship with food, including food enjoyment, experience and food neophobia, were addressed at the intervention school (baseline n = 154; follow-up n = 164) and at a matched control school (baseline n = 171; follow-up n = 174). Results Pupils at the intervention school scored significantly higher (M = 3.90, SD = 1.81) for scores on Kitchen Equipment, compared to the control school (M = 3.06, SD = 2.12); and again scored significantly higher (M = 9.34, SD = 3.79) for the overall Cooking Experience Score compared to the control school (M = 7.98, SD = 4.57). Shifts accompanying the intervention in three outcome measures for pupils (taste description, liking for cooking and helping with cooking at home) were also revealed. No main intervention effect for food neophobia and fussiness was found; a close to significant time by intervention interaction (P = 0.053) was evident. Conclusions The study indicates limited but encouraging changes, and contributes to the growing literature regarding school-based food initiatives.
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Affiliation(s)
- H Ensaff
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
| | - R Crawford
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
| | - J M Russell
- Corporate Information and Computing Services, University of Sheffield, SheffieldS10 2HB, UK
| | - M E Barker
- Human Nutrition Unit, Department of Oncology, The Medical School, University of Sheffield, SheffieldS10 2RX, UK
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Gbedomon RC, Salako VK, Fandohan AB, Idohou AFR, Glèlè Kakaї R, Assogbadjo AE. Functional diversity of home gardens and their agrobiodiversity conservation benefits in Benin, West Africa. JOURNAL OF ETHNOBIOLOGY AND ETHNOMEDICINE 2017; 13:66. [PMID: 29178909 PMCID: PMC5702203 DOI: 10.1186/s13002-017-0192-5] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Accepted: 10/26/2017] [Indexed: 05/08/2023]
Abstract
BACKGROUND Understanding the functional diversity of home gardens and their socio-ecological determinants is essential for mainstreaming these agroforestry practices into agrobiodiversity conservation strategies. This paper analyzed functional diversity of home gardens, identified the socio-ecological drivers of functions assigned to them, and assessed the agrobiodiversity benefits of home gardens functions. METHODS Using data on occurring species in home garden (HG) and functions assigned to each species by the gardeners, the study combined clustering and discriminant canonical analyses to explore the functional diversity of 360 home gardens in Benin, West Africa. Next, multinomial logistic models and chi-square tests were used to analyze the effect of socio-demographic characteristics of gardeners (age, gender, and education level), agro-ecological zones (humid, sub-humid, and semi-arid), and management regime (single and multiple managers) on the possession of a functional type of home gardens. Generalized linear models were used to assess the effect of the functions of home gardens and the determinant factor on their potential in conserving agrobiodiversity. RESULTS Seven functional groups of home gardens, four with specific functions (food, medicinal, or both food and medicinal) and three with multiple functions (more than two main functions), were found. Women owned most of home gardens with primarily food plant production purpose while men owned most of home gardens with primarily medicinal plant production purposes. Finding also showed that multifunctional home gardens had higher plant species diversity. Specifically, crops and crop wild relatives occurred mainly in home gardens with food function while wild plant species were mostly found in home gardens with mainly medicinal function. CONCLUSIONS Home gardening is driven by functions beyond food production. These functions are mostly related to direct and extractive values of home gardens. Functions of home gardens were gendered, with women mostly involved in home food gardens, and contribute to maintenance of crops and crop wild relatives while men were mostly home medicinal gardeners and contribute to the maintenance of wild plant species in home gardens. Although multiple functional home gardens were related to higher plant diversity, there was no guarantee for long-term maintenance of plant species in home gardens.
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Affiliation(s)
- Rodrigue Castro Gbedomon
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
| | - Valère Kolawolé Salako
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
| | - Adandé Belarmain Fandohan
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
- Laboratoire d’Ecologie Appliquée, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 01 BP 526, Cotonou, Benin
- Ecole de Foresterie et d’Ingénierie du Bois, Université Nationale d’Agriculture, Porto Novo 01 BP 5996, Cotonou, Benin
| | - Alix Frank Rodrigue Idohou
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
| | - Romain Glèlè Kakaї
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
| | - Achille Ephrem Assogbadjo
- Laboratoire de Biomathématiques et d’Estimations Forestières, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 04 BP 1525, Cotonou, Benin
- Laboratoire d’Ecologie Appliquée, Faculté des Sciences Agronomiques, Université d’Abomey-Calavi, 01 BP 526, Cotonou, Benin
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Eckermann S, Dawber J, Yeatman H, Quinsey K, Morris D. Evaluating return on investment in a school based health promotion and prevention program: the investment multiplier for the Stephanie Alexander Kitchen Garden National Program. Soc Sci Med 2014; 114:103-12. [PMID: 24922607 DOI: 10.1016/j.socscimed.2014.05.056] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2013] [Revised: 05/20/2014] [Accepted: 05/30/2014] [Indexed: 10/25/2022]
Abstract
Successful health promotion and disease prevention strategies in complex community settings such as primary schools rely on acceptance and ownership across community networks. Assessing multiplier impacts from investment on related community activity over time are suggested as key alongside evidence of program health effects on targeted groups of individuals in gauging community network engagement and ownership, dynamic impacts, and program long term success and return on investment. An Australian primary school based health promotion and prevention strategy, the Stephanie Alexander Kitchen Garden National Program (SAKGNP), which has been providing garden and kitchen classes for year 3-6 students since 2008, was evaluated between 2011 and 2012. Returns on Australian Federal Government investment for school infrastructure grants up to $60,000 are assessed up to and beyond a two year mutual obligation period with: (i) Impacts on student lifestyle behaviours, food choices and eating habits surveyed across students (n = 491 versus 260) and parents (n = 300 versus 234) in 28 SAKGNP and 14 matched schools, controlling for school and parent level confounders and triangulated with SAKGNP pre-post analysis; (ii) Multiplier impacts of investment on related school and wider community activity up to two years; and (iii) Evidence of continuation and program evolution in schools observed beyond two years. SAKGNP schools showed improved student food choices (p = 0.024) and kitchen lifestyle behaviour (p = 0.019) domains compared to controls and in pre-post analysis where 20.0% (58/290) reported eating fruit and vegetables more often and 18.6% (54/290) preparing food at home more often. No significant differences were found in case control analysis for eating habits or garden lifestyle behaviour domains, although 32.3% of children helped more in the garden (91/278) and 15.6% (45/289) ate meals together more often in pre-post analysis. The multiplier impact on total community activity up to two years was 5.07 ($226,737/$44,758); 1.60 attributable to school, and 2.47 to wider community, activity. All 8 schools observed beyond two years continued garden and kitchen classes, with an average 17% scaling up and one school fully integrating staff into the curriculum. In conclusion evidence supports the SAKGNP to be a successful health promotion program with high community network impacts and return on investment in practice.
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Affiliation(s)
- Simon Eckermann
- Australian Health Services Research Institute, University of Wollongong, Wollongong 2522, NSW, Australia.
| | - James Dawber
- Australian Health Services Research Institute, University of Wollongong, Wollongong 2522, NSW, Australia
| | - Heather Yeatman
- School of Health and Society, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, Australia
| | - Karen Quinsey
- Australian Health Services Research Institute, University of Wollongong, Wollongong 2522, NSW, Australia
| | - Darcy Morris
- Australian Health Services Research Institute, University of Wollongong, Wollongong 2522, NSW, Australia
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Gibbs L, Staiger PK, Johnson B, Block K, Macfarlane S, Gold L, Kulas J, Townsend M, Long C, Ukoumunne O. Expanding children's food experiences: the impact of a school-based kitchen garden program. JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR 2013; 45:137-146. [PMID: 23472931 DOI: 10.1016/j.jneb.2012.09.004] [Citation(s) in RCA: 66] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2011] [Revised: 09/04/2012] [Accepted: 09/04/2012] [Indexed: 06/01/2023]
Abstract
OBJECTIVE Evaluate achievement of the Stephanie Alexander Kitchen Garden Program in increasing child appreciation of diverse, healthy foods. DESIGN Comparative 2-year study. SETTING Six program and 6 comparison primary schools in rural and metropolitan Victoria, Australia, matched for socioeconomic status and size. PARTICIPANTS A total of 764 children in grades 3 to 6 (8-12 years of age) and 562 parents recruited. Retention rates at follow-up included 85% children and 75% parents. INTERVENTION Each week of the school year, children spent 45 to 60 minutes in a garden class and 90 minutes in a kitchen class. PHENOMENON OF INTEREST Program impact on children's willingness to try new foods, capacity to describe foods, and healthy eating. ANALYSIS Qualitative data analyzed using inductive thematic analysis. Quantitative data analyzed using random-effects linear regressions adjusted for school clustering. RESULTS Child and parent qualitative and quantitative measures (if never tried before, odds ratio 2.0; confidence interval, 1.06-3.58) showed increases in children's reported willingness to try new foods. No differences in articulation of food descriptions (program vs comparison groups). Qualitative evidence showed that the program extended its influence to healthy eating, but this was not reflected in the quantitative evidence. CONCLUSIONS AND IMPLICATIONS Findings indicate program success in achieving its primary objective, meriting further program research.
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Affiliation(s)
- Lisa Gibbs
- Jack Brockhoff Child Health and Wellbeing Program, The McCaughey VicHealth Centre for Community Wellbeing, University of Melbourne, Australia.
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