Disparities in Local Wellness Policies Implementation Across Maryland Schools. (20th October 2021)

• Record Type: Journal Article
• Authors: Feinberg, Termeh; Parker, Elizabeth; Lane, Hannah; Rubio, Diana; Wang, Yan; Hager, Erin
• Is Part Of: Journal of school health. Volume 91:Number 12(2021)
• Page Start: 992
• Page End: 1001
• Publication Date: 2021-10-20
• Subjects: health policy -- evaluation -- health status disparities -- nutrition and diet -- physical fitness and sport -- social determinants of health; School health services -- Periodicals; School children -- Health and hygiene -- Periodicals; Health education -- Periodicals; School Health Services -- Periodicals; Health Education -- Periodicals; 371.71
• DOI: 10.1111/josh.13087
• Languages: English
• ISSNs: 0022-4391

Abstract

ABSTRACT: BACKGROUND: School‐level implementation of district‐level local wellness policies (LWPs) is needed to create school environments that promote nutrition and physical activity (PA). Disparities in classroom‐specific LWPs implementation were examined. METHODS: An administrator survey (N = 756 schools; 24/24 districts) included 6 classrooms LWP best‐practice items (fully/not fully implemented: restricting food celebrations or rewards, incorporating PA breaks or integrating PA in curricula, restricting withholding or using PA as punishment). A sum score (alpha = .71; elementary and middle/high examined separately) was used to examine associations with student body income (free‐and‐reduced priced meals (FARMS): ≤40%, 41‐75%, ≥75%), race/ethnicity, and school location (rural/urban/suburban), accounting for district‐level clustering, with moderation examined. RESULTS: Classroom implementation scores were: elementary = 3.1 ± 1.8 (range: 0‐6/6 items) and middle/high = 2.3 ± 1.6 (range:0‐5/5 items). Among elementary and middle/high schools, 65% and 55% had >40% FARMS, 39% and 46% had ≥50% white student body, and 24% and 23% were urban, respectively. Elementary schools with >40% of FARMS‐eligible students and middle/high schools with <25% white students reported implementing fewer items. Location was not associated with classroom practices nor was moderation observed. CONCLUSIONS: Disparities in classroom‐specific LWP best practices implementation were observed by income and race/ethnicity. Tailored support may be needed to improve classroom LWP implementation in schools serving low‐income students.