School Situational Analysis Helps to Explain the Landscape for Future Nutrition Education

Background COVID-19 has altered the school environment. Thus, an understanding of how nutrition education fits into the evolving school environment is needed. Objective The purpose of this situational analysis was to systematically identify changes to the school environment that impact nutrition education and assess the landscape to target new approaches. Study Design, Settings, Participants Phase 1 included a review of literature and governmental documents, which were then categorized using a PESTLE analysis, followed by the identification of overall domains. During Phase 2, key informant interviews were conducted with community partners including state implementing agency leadership, school nutrition services, district administration, non-profit directors, among others. Interview questions were developed from domains established in Phase 1. Interviewees were asked 14 questions related to the school environment and nutrition education, with follow-up questions based on participant expertise. Interviews were deductively coded by two trained nutrition interns using predetermined domains. Measurable Outcome/Analysis Phase 1 outcomes included the domains; Phase 2 outcomes included newly established domains and total time each domain was coded. Results A total of 133 documents were screened in Phase 1, resulting in nine domains for Phase 2: social and emotional learning; food/health literacy; farm to school; equitable learning; body acceptance; schools as a hub for healthcare; universal school meals; education recovery; and career readiness. Of the 62 community partners invited for interviews, 28 interviews were conducted (response rate = 45%). The analyses resulted in identification of two additional domains: gardens and teacher professional development. Conclusion With respect to nutrition education in the future, the most realistic avenue identified for implementation will be associated with social and emotional learning. While California has implemented requirements around this topic, it was evident from the deductive coding of the interviews that there is a lack of teacher preparedness and competing classroom priorities to achieve this goal. Exploring nutrition education opportunities outside the classroom with creative partner agencies is warranted. Funding Dairy Council of California COVID-19 has altered the school environment. Thus, an understanding of how nutrition education fits into the evolving school environment is needed. The purpose of this situational analysis was to systematically identify changes to the school environment that impact nutrition education and assess the landscape to target new approaches. Phase 1 included a review of literature and governmental documents, which were then categorized using a PESTLE analysis, followed by the identification of overall domains. During Phase 2, key informant interviews were conducted with community partners including state implementing agency leadership, school nutrition services, district administration, non-profit directors, among others. Interview questions were developed from domains established in Phase 1. Interviewees were asked 14 questions related to the school environment and nutrition education, with follow-up questions based on participant expertise. Interviews were deductively coded by two trained nutrition interns using predetermined domains. Phase 1 outcomes included the domains; Phase 2 outcomes included newly established domains and total time each domain was coded. A total of 133 documents were screened in Phase 1, resulting in nine domains for Phase 2: social and emotional learning; food/health literacy; farm to school; equitable learning; body acceptance; schools as a hub for healthcare; universal school meals; education recovery; and career readiness. Of the 62 community partners invited for interviews, 28 interviews were conducted (response rate = 45%). The analyses resulted in identification of two additional domains: gardens and teacher professional development. With respect to nutrition education in the future, the most realistic avenue identified for implementation will be associated with social and emotional learning. While California has implemented requirements around this topic, it was evident from the deductive coding of the interviews that there is a lack of teacher preparedness and competing classroom priorities to achieve this goal. Exploring nutrition education opportunities outside the classroom with creative partner agencies is warranted.