The impact of bias on developing healthy lifestyles, understanding if personal perspectives impact modeling and recommendations of diet and exercise by educators to their students

PURPOSE: Educators have an ability to imprint healthy behavior in children. Yet, little is known about how a bias by educators might impact imprinting on students. Therefore, we examined if educators’ bias in opinions about diet and exercise influence the manner they are discussed with students. METHODS: 340 (144 F/196 M) educators from over 14 states (USA) provided responses regarding: personal opinions about and history of following diets or using exercise regimens; perspective on commonly held beliefs regarding diet, exercise, body image and morphology; and who should provide recommendations. Responses were tabulated for average and percentage with subsequent analysis by Pearson correlations or keyword frequencies of responses. RESULTS: Almost all (97%) understand social pressures related to body image and need to portray healthy behaviors to students. Bias was evident based on history of recommending or discouraging a specific diet (r = 0.77) or a dietary supplement (r = 0.66), recommending exercise they used (r = 0.89) or discouraging ones not used (r = 0.65). Most (85%) understand that social and mass media are not reliable sources, yet, relied on the same sources for information that reinforced their opinions. CONCLUSION: Findings indicate (1) portrayal of healthy behaviors to students exist but expressed opinion that families have a greater influence than educators on healthy lifestyles, (2) there appears to be an unawareness of personal bias or expression of implicit bias toward behaviors projected to students, and (3) health/physical education and life science teachers may be able to act as a source of unbiased information to provide resources to a school site to aid in developing healthy lifestyles.