Local School Wellness Policies: How Are Schools Implementing the Congressional Mandate?

Summarizes research on school policies to reduce childhood obesity, with a focus on their quality, evaluation, and funding; nutritional standards and nutrition education requirements; and physical education requirements. Identifies remaining challenges

Local Wellness Policy 5 Years Later: Is It Making a Difference for Students in Low-Income, Rural Colorado Elementary Schools?

IntroductionThe federally mandated Local Wellness Policy (LWP) was intended to promote student health in schools. This study assesses the 5-year effects of the LWP on the health practices of rural elementary schools in Colorado. MethodsOne year before and 5 years after the LWP mandate, a survey was administered to a random sample of principals, physical education (PE) teachers, and food-service managers in 45 rural, low-income elementary schools in Colorado. Response rates were 71% in 2005 and 89% in 2011. ResultsMinutes for PE and recess did not increase, nor did offerings of fresh fruits and vegetables. More schools adopted policies prohibiting teachers from taking recess away as punishment (9.7% in 2005 vs 38.5% in 2011, P = .02) or for making up missed instructional time, class work, or tests in other subjects (3.2% in 2005 vs 28.2% in 2011, P = .03). More schools scheduled recess before lunch (22.6% in 2005 vs 46.2% in 2011, P = .04) and developed policies for vending machines (42.9% in 2005 vs 85.7% in 2011, P = .01) and parties (21.4% in 2005 vs 57.9% in 2011, P = .004). ConclusionChanges in school practices are modest, and arguably the important school practices such as increased PE and recess time and increased offerings of fruits and vegetables in the lunch line have not changed in the 5 years since the mandate went into effect. Further investigation is needed to identify the knowledge, skills, and attitudes as well as financial and physical resources required for school administrators to make changes in school practices

The Potential of Service Learning in Rural Schools: The Case of the Working Together Project

Service learning has been established as a promising method of teaching and learning that engages youth as change agents in their schools and communities. But service learning has not been widely implemented or studied in rural K-12 schools. This study explores the case of a service learning curriculum, the Working Together Project (WTP), in a rural, high-poverty school. Data collection included classroom observations, surveys, and individual/focus group interviews with participants of the curriculum. The case study findings illustrate how the WTP curriculum unfolded with students, benefits for the school (cross-generational collaboration, school introspection and improvement), benefits for the students (collaborative skills, professional skills, growth, and maturity), and the challenges of the WTP. This case highlights the potential of service learning to promote democratic citizenship in rural schools and communities