Outcomes from a school-based nutrition education program alternating special resource teachers and classroom teachers

This study modified a successful nutrition program to improve its transfera bility and potential for institutionalization. Specific aims were to determ ine: 1) if 16 nutrition lessons taught alternately by special resource teac hers (SRT) and classroom teachers, could produce outcomes equivalent to 24 SRT lessons; and 2) teachers' reactions to the program. The quasi-experimen tal design used classrooms (19 treatment and 19 comparison) in matched scho ols. Surveys and plate waste measured children's outcomes, and classroom te achers were observed and interviewed. Treatment students showed greater kno wledge and self-efficacy scores and consumed 0.36 more servings of fruits a nd vegetables ar lunch. Behavioral differences between groups were greater when SRTs provided all instruction. Teachers supported the program and anti cipated teaching more nutrition on their own, but noted serious structural barriers. Findings support the need for long-term contact to induce behavio r change and the advantage of using teachers specifically trained in nutrit ion and experiential education.