Middle School Students' Perceptions of the Lunchroom: Implications for Future Interventions

Autor/inn/en	Askelson, Natoshia; Ryan, Grace; Brady, Patrick; Meier, Cristian L.; Delger, Patti; Scheidel, Carrie
Titel	Middle School Students' Perceptions of the Lunchroom: Implications for Future Interventions
Quelle	In: Journal of School Nursing, 38 (2022) 3, S.233-240 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryan, Grace) ORCID (Meier, Cristian L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8405
DOI	10.1177/1059840520928504
Schlagwörter	Middle School Students; Student Attitudes; Dining Facilities; Lunch Programs; Food Service; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Mensa; Mittagessen; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The National School Lunch Program provides nutritious and inexpensive lunches, but low participation and food waste are challenges in many schools. Interventions aim to improve participation in the program, but little is known about how students' perceptions affect their participation. This study explored how middle school students in a rural state perceive school food service staff, food served, and lunchroom atmosphere. An online survey was administered to middle school students at six schools participating in a larger lunchroom intervention. Mean perception scores were calculated for all measures. Multilevel logistic regression was used to examine the relationship between perceptions and consumption. Overall perceptions of staff, food, and atmosphere were positive, and students classified as school lunch eaters had more positive perceptions in all three areas than noneaters. Interventions to increase participation in school lunch programs and promote consumption of healthy food items should address multiple factors that contribute to school lunch participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01