Target Behavior: Healthy Eating, Physical Activity and Reducing Screen Time
Intervention Type: Direct Education
Intervention Reach and Adoption
Setting: School (Learn)
Target Audience: High School
Race/Ethnicity: No special focus
- Relevant topics important to teen health
- Engaging lessons and activities
- Turnkey lessons and auto-graded quizzes
- Current, research-based nutrition information
- Alignment to California Health and PE standards
- Lessons and resources available at no charge
- Students answered an average of 71-75% of the online nutrition knowledge quiz questions correctly.
- Students showed significant improvements in attitudes towards trying and eating healthy foods, and significant improvements in self-efficacy (i.e., confidence) to eat healthy foods and limit unhealthy foods.
- Students viewed the EMW content positively. More than 70% of students found interactive components of EMW either somewhat or very useful. Eighty-five percent of students indicated that they developed a SMART goal as part of the EMW curriculum.
- Students reported significantly increased consumption of milk (+0.18 servings/day), whole grain bread (+0.13 servings/day) and pasta/rice (+0.12 servings/day), and breakfast. They also reported significantly decreased consumption of soda (-0.10 servings/day) and marginally decreased consumption of cookies (-0.07 servings/day).
- Teachers’ ratings revealed that they were most satisfied overall with the Eating Patterns: Breakfast and Meals lesson, followed by Nutrient Gaps: Under-consumed Foods.
Unintended outcomes included the following:
- Classroom observers noted that student engagement with, understanding of, and interest in EMW content as moderate to high.
- Changes in attitudes, self-efficacy, and dietary intake behaviors were similar in direction and size between high school students receiving the EMW program and a control group that did not receive the program. The lack of differences between these groups suggests that caution should be exerted when attributing observed changes to EMW exposure, as other outside factors could account for these effects.
In 2014, they conducted interviews and focus groups with key stakeholders, classroom teachers and students to assess their needs.
Evidence-based Approach: Practice-tested
|Readiness and Capacity – Short Term (ST)||Changes – Medium Term (MT)||Effectiveness and Maintenance – Long Term (LT)||Population Results (R)|
|Individual||ST1, ST2, ST3, ST4||MT1, MT2, MT3||LT1, LT2, LT3||R|
|Sectors of Influence|