Identifying Windows of Opportunity for Active Living and Healthy Eating Policies in Connecticut, 2016

We examined the relative importance of 23 community issues among elected officials and health directors in Connecticut in 2016. For this cross-sectional study, 74 elected officials (40.7% response rate) and 47 health directors (62.7% response rate), who were purposively sampled, completed a questionnaire to rate their perceived importance of 23 community issues. Eight of these issues were related to active living, healthy eating, or obesity. We used χ2 tests to evaluate differences in responses. Compared with elected officials, health directors significantly more often perceived obesity, access to healthy groceries, poor nutrition, lack of pedestrian walkways, and pedestrian safety as important. Elected officials significantly more often than health directors perceived lack of good jobs, quality of public education, and cost of living as important. Health advocates should work with both groups to develop and frame policies to address both upstream (eg, jobs, education) and downstream (eg, healthy eating policies) determinants of obesity

Walking Toward a Brighter Future: A Participatory Research Process to Advocate for Improved Walk-to-School Corridors

Inclusive place-making is an important strategy to ensure that built-environment improvements contribute rather than detract from community health. We conducted participatory research to support 15 youth leaders as they advocated for improvements to their walk-to-school environment. The project included four phases. During Phase 1 (Route and Experience Identification), we visited 21 classrooms in three Bridgeport high schools and used an interactive mapping process with students to identify the most often used walk-to-school routes. Youth leaders also collected questionnaires from 187 peers about their school travel experiences. During Phase 2 (Route Assessment), the youth leaders examined the quality of these routes using the Microscale Audit of Pedestrian Streetscapes assessment tool. During Phase 3 (Data Analysis), the University partners analyzed the data collected in the prior phases. Percentage scores were calculated for each segment and crossing along the routes assessed. We used chi-square tests to examine associations between students’ travel model and negative travel-related experiences. Almost all segments (82%) and crossings (91%) examined received a failing grade (p= .001), missing first period (p = .006), and lower grades (p = .001) due to travel-related challenges. The findings from these assessments were used during Phase 4 (Youth Campaign) to advocate for safer routes to schools. We describe both the lessons learned and successes from the project. Other municipalities might benefit from replicating the youth-led, participatory approach used in this study

Opportunities for School Garden-Based Health Education in a Lower-Income, Diverse, Urban School District

Background: Researchers have documented inequities in garden-based learning opportunities for students in lower-income, racially and ethnically diverse school districts. Purpose: This study examined principals and teachers’ perceptions of garden-based learning in a lower-income, ethnically diverse, urban community. Methods: For this qualitative study, we used a semi-structured interview guide. Interviews were conducted with elementary principals (n = 12) and teachers (n = 9) in a lower-income, diverse urban school district. Using Atlast.ti qualitative software, data were coded and reviewed to identify code categories, which could be taken to represent themes. Results: Principals and teachers identified challenges to school garden programming including limited resources and a focus on standardized testing. Perceived facilitators included: school garden lessons which align with their school district’s curriculum, garden supply donations, and community member involvement. Participants discussed how many of their students live in poverty, are immigrants, and speak multiple languages. These student characteristics presented both challenges (eg, transient study body) and opportunities (eg, immigrant families with rich gardening heritage) for their school garden programs. Discussion: The findings identify opportunities for developing and enhancing school garden programs in lower-income, diverse, urban communities. Translation to Health Education Practice: Health educators can use the findings to advocate for, and implement, school garden programming