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Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia

Objective: To assess the school breakfast program (SBP) in two schools with high Aboriginal student populations in rural Western Australia, their contribution to holistic support, nutritional health education and possibilities for improvement. Methods: The operations and functioning of one regional...

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Autores principales: Ichumar, Simon O., Dahlberg, Emma E., Paynter, Ellen B., Lucey, Fiona M. C., Chester, Miranda R., Papertalk, Lennelle, Thompson, Sandra C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5872789/
https://www.ncbi.nlm.nih.gov/pubmed/29562625
http://dx.doi.org/10.3390/nu10030371
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author Ichumar, Simon O.
Dahlberg, Emma E.
Paynter, Ellen B.
Lucey, Fiona M. C.
Chester, Miranda R.
Papertalk, Lennelle
Thompson, Sandra C.
author_facet Ichumar, Simon O.
Dahlberg, Emma E.
Paynter, Ellen B.
Lucey, Fiona M. C.
Chester, Miranda R.
Papertalk, Lennelle
Thompson, Sandra C.
author_sort Ichumar, Simon O.
collection PubMed
description Objective: To assess the school breakfast program (SBP) in two schools with high Aboriginal student populations in rural Western Australia, their contribution to holistic support, nutritional health education and possibilities for improvement. Methods: The operations and functioning of one regional and one remote SBP were assessed by stakeholder inquiry related to process and challenges, observations and documentary review. An intervention to increase health education, social interaction and learning about nutrition and food origins implemented in one school was assessed. Results: Strengths, system and structural factors that impeded realisation of optimal outcomes of the SBPs were identified. The SBPs focussed on serving food rather than building nutritional understanding or on social interactions and support. Systems for delivery and management of the programs largely relied on staff with limited time. When offered a more interactive and social environment, children enjoyed learning about food. Conclusions: Opportunities for SBPs to offer holistic support and educational enhancement for disadvantaged children are limited by the realities of pressures on staff to support them and a view constraining their primary role as food delivery. The lack of volunteer support in disadvantaged schools limits the potential benefits of SBPs in providing psychosocial support. Health education resources which exist for use in SBPs are not necessarily used.
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spelling pubmed-58727892018-03-30 Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia Ichumar, Simon O. Dahlberg, Emma E. Paynter, Ellen B. Lucey, Fiona M. C. Chester, Miranda R. Papertalk, Lennelle Thompson, Sandra C. Nutrients Article Objective: To assess the school breakfast program (SBP) in two schools with high Aboriginal student populations in rural Western Australia, their contribution to holistic support, nutritional health education and possibilities for improvement. Methods: The operations and functioning of one regional and one remote SBP were assessed by stakeholder inquiry related to process and challenges, observations and documentary review. An intervention to increase health education, social interaction and learning about nutrition and food origins implemented in one school was assessed. Results: Strengths, system and structural factors that impeded realisation of optimal outcomes of the SBPs were identified. The SBPs focussed on serving food rather than building nutritional understanding or on social interactions and support. Systems for delivery and management of the programs largely relied on staff with limited time. When offered a more interactive and social environment, children enjoyed learning about food. Conclusions: Opportunities for SBPs to offer holistic support and educational enhancement for disadvantaged children are limited by the realities of pressures on staff to support them and a view constraining their primary role as food delivery. The lack of volunteer support in disadvantaged schools limits the potential benefits of SBPs in providing psychosocial support. Health education resources which exist for use in SBPs are not necessarily used. MDPI 2018-03-17 /pmc/articles/PMC5872789/ /pubmed/29562625 http://dx.doi.org/10.3390/nu10030371 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Ichumar, Simon O.
Dahlberg, Emma E.
Paynter, Ellen B.
Lucey, Fiona M. C.
Chester, Miranda R.
Papertalk, Lennelle
Thompson, Sandra C.
Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title_full Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title_fullStr Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title_full_unstemmed Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title_short Looking through the Keyhole: Exploring Realities and Possibilities for School Breakfast Programs in Rural Western Australia
title_sort looking through the keyhole: exploring realities and possibilities for school breakfast programs in rural western australia
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5872789/
https://www.ncbi.nlm.nih.gov/pubmed/29562625
http://dx.doi.org/10.3390/nu10030371
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