[Evaluation of the intervention of the My Healthy School Program in a cohort of schools that has participated during 2016-2017.]

Autor:	Rossi ML; Dirección General de Desarrollo Saludable. Vicejefatura de Gobierno de la Ciudad. marialaurarossi27@gmail.com., Antún MC, Casagrande ML, Escasany M, Ferrari MF, Raele G, González VB
Jazyk:	Spanish; Castilian
Zdroj:	Revista de la Facultad de Ciencias Medicas (Cordoba, Argentina) [Rev Fac Cien Med Univ Nac Cordoba] 2019 Feb 27; Vol. 76 (1), pp. 37-46. Date of Electronic Publication: 2019 Feb 27.
DOI:	10.31053/1853.0605.v76.n1.22574
Abstrakt:	Introduction: School environment must provide tools to encourage the construction of healthy habits. The impact of the Healthy School Program (HSP) 2016-2017 was evaluated. Methods: Student assessment (anonymous self-administered survey on eating habits, physical activity, movement and screen hours), teachers (anonymous self-test on eating habits) and school environment (scoring system to evaluate the promotion of healthy habits; healthy classroom and institutional challenges and habits. Ad hoc instruments. Descriptive statistics, pre and post unpaired comparison with X2 and mean / median difference for independent samples. Processing and analysis with SPSS v.23.0. Results: Score was increased at the primary level (single-day (SD) [p = 0.008], full-time (FT) [p=0.012]) and extended-day (ED) of the initial level (p=0.0027). In FT there was a difference in the Limitation of unhealthy food intake (p = 0.000), the absence of kiosk or whose offer is healthy (p=0.024) and the conformation of a Healthy Committee (p=0.038). In SD and in ED only the Limitation of income of unhealthy foods exclusively [(p= 0.004) (p=0.011) respectively]. Around 30% of the challenges were installed as classroom / institutional habit. In students, significant changes were observed in what they led to school for both healthy foods (fruit, water cereal bars) and unhealthy foods (snacks, sweets, sugary drinks). They did not report favorable modifications in the habitual consumption of fruits and vegetables, neither in physical activity nor screen hours. Among teachers, habits showed no significant difference. Conclusions: Addresing food-nutritional issue in schools is complex, requires sustainable actions over time to generate lasting impact (Universidad Nacional de Córdoba)
Databáze:	MEDLINE
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