RESULTS OF THE TEACHWELL WORKSITE WELLNESS PROGRAM

Objectives. This study examined whether providing a school-based teach er wellness program enhances the impact of a health curriculum on stud ent outcomes and improves cognitive, behavioral, and physiological out comes among participating teachers. Methods. Thirty-two elementary sch ools were randomly assigned to experimental or comparison conditions. Comparison group schools received the Gimme-5 program, a curriculum de signed to increase fourth and fifth graders' consumption of fruits and vegetables. Experimental schools received Gimme-5 and the teacher wel lness program, which included 54 workshops over 2 years, along with se veral schoolwide health activities. Physiological, behavioral, and cog nitive outcomes were assessed in teachers and students. Results. There was no evidence that the intervention favorably modified any student or teacher end points; nor did intervention teachers deliver the Gimme -5 program with greater fidelity than comparison teachers. Conclusion. Confidence in the null results is bolstered by the randomized design, baseline sample equivalence, appropriate mixed model analyses, and la ck of selective or differential attrition. Insufficient participation in the wellness program appears a likely explanation for the lack of t eacher and student effects. Factors specific to the school setting and the intervention may have diminished participation and, thus, interve ntion effects.