SCHOOL NUTRITION AND CHILDRENS HEALTH

The Effects of School Nutrition on Childrens Health

Should the government implement healthier school nutrition programs to improve childrens
overall health?
Vanessa So
Information Gathering
Linfield College
May 13, 2013

Table of Contents

SCHOOL NUTRITION AND CHILDRENS HEALTH

Title page

Table of contents

Preface

Abstract

Introduction

History

Background on school nutrition

Implications of school nutrition on childrens health

11

Benefits of school nutrition on childrens health

12

Challenges in progressing childrens health from school meals

13

Counterarguments for the opposition

14

Solutions

15

Conclusion

17

Acknowledgements

18

References

19

Preface

SCHOOL NUTRITION AND CHILDRENS HEALTH

As clich as it sounds, hard work pays off. This is one of the clichs that absolutely rings
true for this particular classInformation Gathering. Putting together my completed annotations
was a surreal experience. Completing the final paper, or major project, is almost unexplainable.
It is a feeling that cannot be put into words. I cannot believe how hard and how much work I
have put into that assignment and the reward was my pride. Of course, I knew I could do this, but
I was never sure how I would space out my work so that I would not have more homework on
one night than other nights. Luckily, creating a visual aid such as a calendar during the last few
weeks of assignments was useful for me and I relied on it every day to see what I needed to do or
what I needed to have done by a certain day. I wrote in the due dates from other classes to
mentally prepare myself for upcoming assignments and projects.
One of main things I have learned from this class is not to procrastinate. Beforehand, it
was easier for me to procrastinate because my schedule was so open. I had a lot of time to do this
or that, so I would save time to work on my assignments at night. However, this class was
difficult to procrastinate because even if I had available time, it would not be enough. I always
thought there needed to be more hours in a day because time went by fast when I analyzed
sources and then wrote about them afterward. This class also taught me to be more organized and
efficient. It also made me become much more of a hardworking person than I thought I could be.
Sometimes, I would not believe how I finished writing five pages in an hour or two. My
roommates, Kaitlyn and Maria, would not believe it either since it takes them forever to do so. I
would have reacted the same way as them, but this class has taught me skills that also surprised
me in the process.
I never considered majoring in Mass Communication when I arrived at Linfield, and I
thought that writing was not my best skill. I always encountered problems in my English classes

SCHOOL NUTRITION AND CHILDRENS HEALTH

throughout middle and high school, and so I thought that writing was not something I would
have a career in. However, I have improved on my writing and editing skills. I have also
acquired useful skills and strengths such as researching and analyzing valid sources in
Information Gathering that will interest job employers.
These past four months have been a rollercoaster. I honestly had no expectations for this
class. I never heard about the reputation it had, and I did not know anyone who has taken this
course. All I knew was that this class was a Mass Communication major and minor requirement.
When my professors emailed me about two weeks before the start of class to say that we should
start thinking about a topic, I knew that this class was going to be tough. However, during the
first week of class when they detailed the expectations of the course, I knew how serious and
strenuous this class was going to be. But, I made it to the end and I am grateful for everything
that I have learned and acquired from Information Gathering.

Abstract

SCHOOL NUTRITION AND CHILDRENS HEALTH

This argumentative essay discusses the impact of school nutrition on childrens overall health.
School nutrition has been associated with childhood obesity, which is now an epidemic that has
policymakers, supporting organizations and individuals joining efforts to combat this problem.
This essay also argues government involvement when implementing better nutrition guidelines to
provoke others to support the cause. This essay also includes various sources regarding the facts
and studies of the background, implications and benefits of improving current school nutrition
guidelines to highlight their significance to childrens health in and out of school settings. The
essay also discusses the lack of federal and state funding when implementing nutrition education
programs. It demonstrates that there needs to be more support for these programs. The essay also
demonstrates that the Healthy, Hunger-Free Kids Act of 2010 is doing its best to combat
childhood obesity and improve the wellness of school environments and childrens health. Over a
three-and-a-half month period of researching general periodicals, journal and trade publications,
organizations and government documents, results pertaining to the link between better school
nutrition and students academic performance are consistent among these sources. These results
come from studies, surveys, observations and interviews of school faculty and students. The
results are also consistent in associating unhealthy foods with students poor behavior. In
conclusion, school nutrition needs to be improved so that childrens health and their lifestyles
benefit in and out of school settings.
Keywords: school nutrition, childrens health, students behavior, nutrition guidelines,
education, academic performance

Introduction

SCHOOL NUTRITION AND CHILDRENS HEALTH

Parents want their children to avoid school lunches. These lunches contain greasy, salty
and fatty foods, which please childrens taste buds. For that, school lunches have gained
notoriety in the United States due to its lack of nutritional value and its effect on young children.
As of 2009, the National School Lunch Program serves more than 31 million children daily and
more than half of the lunches served are federally reduced or free. This program also reaches
more than 102,000 schools nationwide (U.S Senate Committee on Agriculture, Nutrition, and
Forestry, 2009). The number continues to increase. School lunches have a bad reputation due to
the processing and commodification of American food, which is also abundant and affordable.
However, this directly affects consumers. The abundance and affordability of school lunches
reflect American school food culture and food policy (Kalafa, 2011). The notoriety lies in the
nutritive quality of school lunch menus. Only 30 percent of school districts use nutrient-based
approaches in menu planning, and school lunches must provide one-third of the Recommended
Dietary Guidelines, while school breakfasts must provide one-quarter (Poppendieck, 2010).
These nutrient-based approaches and the improvement of school nutrition programs help
reduce the risk of the United Statess childhood obesity epidemic and other health-related
conditions. In response, The National Association of State Boards of Education published
Preventing Childhood Obesity: A School Health Policy Guide, to outline the components of a
school-based approach that prevents childhood obesity and promotes good health for students.
Nutrition services are also designed to be integral in school environments to prevent childhood
obesity and improve childrens health status. These services have shown positive influences on
childrens health risk behaviors (Bergman, 2010).
In addition, school nutrition programs contribute to healthy school environments and
students academic achievement. For example, in McMinnville, Ore., Columbus Elementary
School (2013) is committed in creating a healthy school environment through proper eating and

SCHOOL NUTRITION AND CHILDRENS HEALTH

physical activity so that students will live healthier and learn easier. Healthful practices that are
developed at young ages will influence childrens lifestyles later in life. The sooner children
develop healthier eating habits, the better. When children become more connected to their food,
they will be more likely to choose healthier food options (Gordon, 2012). In all, the government
should implement healthier school nutrition programs for childrens overall health in and outside
of school environments so that they can develop practices benefiting them later in life.
This paper will explore what contributed to the current state of school nutrition programs
such as the history of school nutrition and the acts that were implemented. The paper will also
discuss the background of school nutrition, and then it will focus on the implications and benefits
of school nutrition on childrens health. It will then explore the challenges that continue to
disrupt the progress made in school nutrition programs. The paper will conclude with reasons the
government should implement these programs and the solutions it needs to enforce these
programs in U.S. schools.
History
A change in nutrition for children and adolescents began right after World War II.
Specifically, the Richard B. Russell National School Lunch Act (NSLA) established national
school nutrition programs for men in the military who were suffering from malnourishment
(Hiatt-Henry, 2013). The NSLA was signed into law in 1946 to encourage childrens
consumption of nutritious agricultural commodities. The Act assisted the states through grants
and other means of aid by providing a supply of foods and support for facilities. In 1966, the
Child Nutrition Act (CNA) was signed into law to work in accordance with the NSLA to promote
nutrition in school food service programs and regulate school foods (School Nutrition
Association, 2004). The CNA requires the U.S. Department of Agriculture Secretary Tom

SCHOOL NUTRITION AND CHILDRENS HEALTH

Vilsack to establish science-based nutrition standards for foods sold in schools that are not part
of the CNA or NSLA (U.S. Federal Register, 2013).
The Healthy, Hunger-Free Kids Act of 2010 (HHFKA), signed into law by President
Barack Obama, allows the U.S. Department of Agriculture (USDA) to make notable progress in
school nutrition guidelines for the first time in more than 15 years (Zanteson, 2012). The
HHFKAs goal is to improve the health and well-being of children by providing healthful foods
during the school day, where it can also be a healthy environment for students to achieve
academic success. In doing so, the HHFKA regulates the conditions that are imposed on
participating schools under the NSLA and CNA to establish healthier nutrition standards for
children (U.S. Federal Register, 2013). In addition, school nutrition guidelines are looked into
every five years for improvement on current standards (Hiatt-Henry, 2013). In recent years, the
USDA has improved the nutritional profiles of foods through its commodity support programs,
which reduce fat, added sugars and sodium in the departments food offerings. However, the
USDA needs to make more progress in meeting current standards and dietary recommendations.
For example, all elementary and secondary schools offering meal options that meet current
standards for total fat and saturated fat are to be met by 2015 (Lets Move Organization, 2013).
As society has focused on different concerns regarding childrens nutrition, its history is still
evolving and adapting to societal changes.

Background of school nutrition

The rise in childhood obesity triggered a response for the U.S. Department of Agriculture
to propose changes in school nutrition guidelines to the federal government. Berge, Arikian,

SCHOOL NUTRITION AND CHILDRENS HEALTH

Doherty, and Neumark-Sztainer (2012) found that in the past two decades, obesity prevalence
has doubled among children. Bergman (2010) says more than 19 percent of children and youth
ages 2 to 19 are obese and 31.9 percent are overweight. He also says the childhood obesity
epidemic has raised awareness on school-related food issues and made this concern the main
priority when implementing changes in school nutrition guidelines.
Furthermore, school nutrition influences childrens eating habits, which have also grown
poor due to cultural and societal factors. Hiatt-Henry (2013) claims that some young parents who
grew up without homemade meals or eating meals with their families contribute to how some of
these parents choose to feed their own children. Mendoza (2007) agrees saying that parents have
the greatest influence, as well as a biological influence over what their children eat. If children
are poverty-stricken then they will be more likely to eat food that is cheap and more accessible.
Many families mention the costs of food as a major factor in whether they could afford making
more healthful choices (Berge et al., 2012). Television advertisements influence childrens eating
behaviors. She found that companies market more than 7,600 advertisements on candy, chips and
fast food to children. There was one healthy advertisement per every 50 (Mendoza, 2007). Food
company executives know how to market their brand to children to produce satisfying sales
regardless of the harmful effects on childrens health.
Aside from the media, competitive foods, which are foods and beverages sold through
la carte lines and vending machines, are problematic as they disrupt the progress made in school
nutrition guidelines and childrens nutrition. Woodward-Lopez, Gosliner, Samuels, Craypo, Kao,
and Crawford (2010) say competitive foods and beverages have less nutritional value, and they
are normally high in sugar and fat content. Based on their study, Woodward-Lopez et al.
conclude schools districts that decreased availability of competitive foods of less nutritional

SCHOOL NUTRITION AND CHILDRENS HEALTH

10

value is linked with decreased student consumption of these foods during the school day. Bui
(2013) adds that the U.S. Department of Agriculture is proposing regulations for competitive
foods to not only limit popular snack items, but also to provide healthier food options. In a 2012
study, the Journal of Pediatrics found that children in elementary schools operating under the
revised guidelines in competitive foods consumed less sugar, fat and calories and were less likely
to be obese by the end of middle school. Though Saad and Busteed (2013) say two-thirds of
Americans favor the proposal to ban or regulate competitive foods and also have a positive
reaction to these proposed changes, they remain controversial due to its strict requirements.
More U.S. schools are incorporating nutrition education into classes to ensure that
students health benefit from the revised school nutrition guidelines. One example includes a
school in Maryland that incorporates nutrition education, such as the Taste of the Rainbow
showcase of fruits and vegetables, to its curriculum to enhance childrens health in schools
(Zanteson, 2012). In Washington, D.C., Kristy McCarron is trying to fund a kitchen lab for
Walker Jones Elementary School to make a larger impact on the students nutrition awareness
(Popovich, 2012). Incorporating nutrition education classes in the schools curriculum enhances
childrens knowledge of and awareness to their health. They are able to get a more in-depth
education about the healthy lifestyles that can benefit them in the future. Though this background
of school nutrition is brief, it remains complex and carries momentum for organizations,
policymakers and individuals to modify current school nutrition standards.

Implications of School Nutrition on Childrens Health

One implication of school nutrition is that children consume a high intake of fats, sugars,
sodium and calories and disregard the Recommended Dietary Guidelines. Most schools meet the

SCHOOL NUTRITION AND CHILDRENS HEALTH

11

standards for protein, calcium, iron, vitamins A and C and cholesterol, while most did not meet
the recommendations for fiber, fat, sodium or calories. New York, for example, sets a limit of
1,500 milligrams of sodium in school lunches, which exceeds the one-third daily maximum
recommendation by more than 50 percent (Poppendieck, 2010). About 61 percent of school
districts permit the sale of competitive foods, which allows students to access these low nutrient
foods. The government has yet to implement regulations for these foods, although state
governments can regulate those (Bevans, Sanchez, Teneralli, & Forrest, 2011).
Another implication is that school nutrition influence students poor eating behaviors.
Bevans et al. (2011) found that students who frequently purchased unhealthy food items during
school lunch periods had poorer eating behavior overall. These behaviors shed light on schools
that provide access to low-nutrient foods and send mixed messages to children concerning what
they should include in their daily diets (Bergman, 2010). The National Education Association
(NEA) (2013) says studies found that unhealthy foods served among children contributed to
more behavioral problems, which included poor eating. As mentioned earlier, poor school
nutrition has been associated with childhood obesity (Woodward-Lopez et al., 2010). Young
children consume more than half of their calories at school and obtain their calories from school
meals, which contribute to this epidemic (NEA, 2013). The U.S. Federal Register (2013) says
competitive food regulations are specifically aimed for the public concern of childrens health
and childhood obesity. These intended regulations are also meant to support the integrity of
school nutrition and encourage childrens healthier diets. School environments can be a place to
learn both good and bad habits. Unfortunately, school environments are where young children
and adolescents can condition or practice poor eating behaviors due to what types of food are
being offered and the harmful messages being sent.

SCHOOL NUTRITION AND CHILDRENS HEALTH

12

Benefits of Improved School Nutrition on Childrens Health

Improving school nutrition can benefit childrens health all throughout their lives. For
one, children would have access to an increased intake of whole grains, fruits and vegetables. At
Columbus Elementary School (2013), it serves one-half cup of fruit or vegetables in every lunch
meal. It also serves only low-fat and chocolate milk, along with whole-grain breads. Hawkins
(2013) says another important benefit is that healthier school nutrition promotes a wellness that
encourages a healthy lifestyle. School nutrition education gives students information and
knowledge on healthier decisions that would help them have healthy behaviors for life. Brody
(2012) says schools that use the right tools, education and resources can help students achieve
healthier lifestyles in and out of school. The National Dairy Council (2013) agrees saying that
the more interaction between children and healthy decisions in schools, the more likely children
will have healthier behaviors. The U.S. Senate Committee on Agriculture, Nutrition, and Forestry
(2009) assert that not only will a reauthorization to improve childrens nutrition will benefit their
health, but it will also be cost effective. This means that children will be able to have better
health care and advance upon their learning capabilities.
The National Dairy Council (2013) also states that studies found students improving their
academic performance when making healthier diet choices. Similarly, Action for Healthy Kids
(AFHK) (2013) reports that a meta-analysis of 200 studies supports the direct link of nutrition
and academic performance. A meta-analysis involves the comparing and contrasting of combined
results from different studies. Bergman (2010) mentions that children who consumed school
meals, specifically breakfast, may have improved cognitive function related to memory, higher
test grades and school attendance. This is due to the presence of adequate amounts of protein,
iron, and iodine in school meals and students consumption of breakfast. The National Education

SCHOOL NUTRITION AND CHILDRENS HEALTH

13

Association (2013) says studies of school breakfast programs in Massachusetts, Maryland,

Minnesota and Rhode Island, have found that students who eat breakfast at school improved
their behavior and attentiveness.
Challenges in Progressing Childrens Health from School Meals
Though the benefits of school nutrition motivate policymakers and advocates to enhance
school meals, their efforts to do so lack sufficient federal and public funding. As mentioned
earlier, Kristy McCarron is trying to fund kitchen labs at a Washington D.C., elementary school;
however she says neither the government nor the public does not provide proper funding to
support new school nutrition programs that students would further benefit from (Popovich,
2012). Nutrition programs will continue to lack support and funding since it is not required in a
childs curriculum (Poppendieck, 2010). Hawkins (2013) supports this saying that tight school
budgets complicate the funding from federal and state governments because they are putting
money into programs that are deemed more important, such as science and mathematics. Black
(2013) reveals the lack of funding stem from those who want school nutrition guidelines to be
more science-based. Hawkins (2013) agrees saying the lack of funding becomes a challenge in
implementing school nutrition programs.
Students negative attitudes on the improvements to school nutrition affect them directly.
If students are unimpressed with the revised nutrition guidelines, they often choose to skip out on
lunch meals. Students purchase snacks with little to no nutritional value to suppress their hunger
or they just go hungry (Brody, 2012). Columbus Elementary School (2013) has many children
who choose to eat little of what they are given and then throw their food away. Hiatt-Henry
(2013) mentions that while food nutrition services are to meet school nutritional guidelines and
serve specific foods, children are not required to eat them, which become troublesome. Simon

SCHOOL NUTRITION AND CHILDRENS HEALTH

14

(2012), however, says that the caloric limitations make students fulfill their hunger with junk
food. He also points out that children who are more physically active may need more calories;
and therefore, the limitations are not applicable for everyone.
Poppendieck (2010) says that free or reduced lunch programs carry a stigma that does not
appeal to students. The stigma emphasizes that students are needy or low-income, which, in turn,
demonstrates that they are less willing to participate in these programs. She continues to contest
that the stigmatization plays an influential rule in childrens negative attitudes toward school
food. For example, separating lines can create a perception that program meals are for lowerincome students, creating a stigma that prevents children from eating at all (Lets Move
Organization, 2013). Students stigmatization of school meals are based on the social perceptions
of federally free or reduced meals. As children become older, it is inevitable that their knowledge
and perception of school nutrition, including the opinions of their peers, will only exacerbate
their stigmatization of school nutrition.
Counterarguments for the Opposition
Based on some of these challenges, local or private funding will help others realize the
gravity of the issue. Gordon (2012) argues that many public and private initiatives are increasing
their support for nutrition programs. She also says there are major movements in teaching
children to eat healthily, such as the People's Garden program and Lets Move California
initiative. Dolive (2012) says New Castle Public School District received a government grant to
implement healthier programs and practices in its schools and communities. This brings
awareness to the lack of funding that federal and state governments can provide for schools.
Though some school districts worry that the revisions to competitive food guidelines will
make cafeteria budgets unbalanced, Bui (2013) mentions J. Justin Wilson, a senior research

SCHOOL NUTRITION AND CHILDRENS HEALTH

15

analyst, saying that foods should not fall below a certain minimum threshold. Wilson says that
this would preserve childrens health when eating school meals. Also, students are not used to
eating healthier or smaller portions because of their background and lack of education. The Lets
Move Organization (2013) says although 75% of schools require nutrition education as part of
health curriculum requirements, the time spent on nutrition and dietary behavior has declined in
recent years. Woodward-Lopez et al., (2010) states that faculty and staff need to encourage
students to eat so that they can benefit from the school meals. Those that encourage students to
eat balanced meals reduce the need for time-intensive monitoring by school faculty and have a
greater chance of affecting intake. The main concerns from the opposition include the
dissatisfaction from students, the loss of money from schools and the inability to fund such
modifications. Though these concerns hinder the advancement of school nutrition improvements,
communities, schools and individuals must work together to support childrens health in school
settings.
Solutions
One solution to enhance school nutrition is educating faculty, parents and children on
their behavior and perception of nutritious foods. Gordon (2012) argues that children can
improve upon their eating habits if they are introduced to specific programs promoting valuable
health practices that can be transferred to their households. Casey (2010) mentions a mother who
never received education on nutrition, which contributed to her childs unhealthy eating behavior.
She says that the mother enrolled in a Healthy California program to educate herself so she can
improve the health of her family.
A solution that should be emphasized is that school districts need to work with federal
and state agencies, organizations and other individuals to meet their goal of better nutrition for

SCHOOL NUTRITION AND CHILDRENS HEALTH

16

children. The Philadelphia School District is a good example of how a school district can work
with these resources to provide healthier nutrition to its students. The districts education
program Eat.Right.Now is federally-funded and is not subjected to budget cuts. This program is
partnered with five other programs and organizations to support nutrition education. The school
district has its own staff of educators to supply to 10 different schools and teach its stateapproved curriculum (McLaran, 2013). Moreover, Kalafa (2011) says that she attended a
wellness committee meeting, and she mentions that there were minimal follow-up discussions
and no advancement in agenda. She agrees that members of the wellness committee, such as
parents and community members, are responsible for nutrition integrity. Bergman (2010) adds
that other nutrition and healthcare professionals, including registered dietitians and nutrition
educators, should be involved in facilitating the improvement of nutrition integrity.
Policymakers, advocates and school officials also need to create realistic expectations of
certain standards that most students will benefit from. Hawkins (2013) states that current school
nutrition guidelines are well-intended for students, but need to be realistic to improve childrens
health. An example of these guidelines includes caloric limitations, which does not correspond to
every childs age, weight and height. In all, creating a school environment that supports
childrens health and academic success will encourage healthy lifestyles. Columbus Elementary
School (2013) supports the Farm to School program, which promotes the schools use of fresh
and local ingredients. The school also supports eating healthily and being physically active to
encourage a wellness that is a way of life. Woodward-Lopez et al. (2010) conclude that
regulating competitive foods improved school food environments and students nutritional
intake. Overall, revising school nutrition standards that are both reasonable and realistic have a

SCHOOL NUTRITION AND CHILDRENS HEALTH

17

better chance of success in school environments. These changes would serve a purpose that
would allow more children to cooperate.
Conclusion
Altogether, the problems in school nutrition affect more than 30 million children who
receive most of their calories from these meals. Though the U.S. Department of Agriculture,
policymakers, organizations and individuals continue to face challenges, they remain hopeful.
For instance, the federal government is working to regulate competitive foods but the food and
beverage industry play a crucial role in shaping and finalizing the regulations (The Praxis
Project, 2013). This creates a conflict of interest. However, federal and state governments have
offered grants and funds so that more schools can implement innovative nutrition programs and
nutrition education programs. On the other hand, issues in funding, the government and publics
interests, and the lack of education for parents and children contribute to childrens poor health.
Targeting and resolving nutrition practices that children learn outside of school will also enhance
their overall health. Therefore, increasing support for school nutrition programs and wellness
policies will promote healthy and active lifestyles for children who should be exposed to these
practices at a young age. Though there are challenges in maintaining effectiveness in proper
school nutrition, school officials need to work with other policymakers, organizations and
individuals to ensure that they all meet their goal of improving childrens nutrition and health in
the school environment.

Acknowledgements
I want to acknowledge everyone who has supported me throughout this spring semester,
especially my roommates who had to listen to me vent about this class on a regular basis. I also

SCHOOL NUTRITION AND CHILDRENS HEALTH

18

want to acknowledge my mother who has told me to keep my head up and be strong because it
will all be worth it in the end. She was not originally fond of me switching majors from nursing
to Mass communication, so I am grateful that she can acknowledge that all of this hard work is
something that I actually find rewarding. Surprisingly, I had a lot of self-motivation to keep up
with the schedule of this course but it was encouraging to have the support from these people
during the process. I am so thankful for Mariah Gonzales, who answered a lot of my redundant
questions. We were able to help, complain and talk to each other when needed. I am glad that we
experienced this class together. Last but not least, I want to thank Professor Thompson and Susan
for demonstrating a teaching dynamic that works well for Information Gathering. I am glad that
they are available in person and through emails to answer any questions that students may have.
Their criticism is both helpful and honest, which I admire because this only helps me improve
and succeed in my future classes. On a last thought, if I could prepare future students for this
class, I would say to work in a prompt and efficient manner, be well-organized and, mostly
importantly, be positive. The last part is something so simple, yet so effective. Everyone has the
chance to succeed in this class if they put in their best effort and work, but believing that they
can do it.

References
Action for Healthy Kids. (2013). The Learning Connection. Retrieved from
http://tinyurl.com/dxm88ko

SCHOOL NUTRITION AND CHILDRENS HEALTH

19

Berge, J. M., Arikian, A., Doherty W. J, & Neumark-Sztainer, D., (2012). Healthful eating and
physical activity in the home environment: Results from multifamily focus groups.
Journal of Nutrition Education and Behavior. 44(2). 123-131. Retrieved from Nicholson
Library.
Bergman, E. (2010). Position of the American dietetic association: Local support for nutrition
integrity in schools. Journal of the American Dietetic Association, 110(8), 1244-1254.
Retrieved from ScienceDirect Database.
Bevans, K. B., Sanchez, B., Teneralli, R., & Forrest, C. B. (2011). Childrens eating behavior:
The importance of nutrition standards for foods in schools. Journal of School Health,
81(7), 424-429. Retrieved from Academic Premier Database.
Black, B. (2013, March 12). Interview conducted by Vanessa So. From notes.
Brody, J. E. (2012, October 29). Theres homework to do on school lunches. [Web log post].
Retrieved from http://tinyurl.com/8e3y2po
Bui, L. (2013, April 14). Parents, food service directors debate snacks sneaking into kids diets at
school. The Washington Post. Retrieved from http://tinyurl.com/cnal2pz
Casey, L. (2010, October 21). Dont diet, bribe or beg. The Chicago Tribune. Retrieved from
http://tinyurl.com/b7y4mc2
Dolive, H. (2012, September 9). Effort takes aim at students health. The Oklahoman. Retrieved
from LexisNexis.
Gordon, S. (2012, December 27). Kids and healthy eating can go together. The Philadelphia
Inquirer. Retrieved from http://tinyurl.com/aakbysn
Hawkins, C. (2013, April 5). Interview conducted by Vanessa So. From notes.
Hiatt-Henry, C. (2013, Apri 15). Interview conducted by Vanessa So. From notes.

SCHOOL NUTRITION AND CHILDRENS HEALTH

20

Kalafa, A. (2011). Lunch wars: How to start a school food revolution and win the battle for our
childrens health. New York City: Penguin Group.
Lets Move Organization. (2013). Healthy food in schools. Retrieved from
http://tinyurl.com/c8xepkg
Mendoza, M. (2007, July 4). Nutrition education ineffective. USA Today. Retrieved from
http://tinyurl.com/at8tu3e
McLaran, P. (2012). Round up the unusual suspects. School Nutrition, 66(6), 48-58. Retrieved
from http://tinyurl.com/brpx5rg
Columbus Elementary School. (2013, April 11). School lunchroom and kitchen. McMinnville
School District. Personal observation by Vanessa So and from notes.
National Dairy Council. (2013). The wellness impact: Enhancing academic success through
healthy school environments. Retrieved from http://tinyurl.com/ccyj7sx
National Education Association. (2011). Child nutrition. Retrieved from
http://tinyurl.com/cb6tr9j
Poppendieck, J. (2010). Free for all: Fixing schools food in America. Berkeley and Los Angeles:
University of California Press.
Popovich, N. (2012, June 14). Crowdfunding nutrition: Using kickstarter to make kids healthier.
The Atlantic. Retrieved from http://tinyurl.com/bc9cvd3
The Proxis Project. (2013). Statement on the USDA nutrition guidelines for school snacks.
Retrieved from http://tinyurl.com/bvm49c6
Saad, L. & Busteed B. (2013, March 13). Americans favor limiting sale of unhealthy food in
schools. Retrieved from http://tinyurl.com/btp3ve6

SCHOOL NUTRITION AND CHILDRENS HEALTH

21

Simon, R. (2012, October 12). Kids need more calories in their school lunches, lawmakers say.
The Los Angeles Times. Retrieved from http://tinyurl.com/cu785ub
School Nutrition Association. (2004). Richard B. Russell nation school lunch act. Retrieved from
http://tinyurl.com/ca7e6uw
U.S. Senate Committee on Agriculture, Nutrition, and Forestry. (2009, November).
Reauthorization of U.S. children nutrition programs: Opportunities to fight hunger and
improve child health. Washington DC: U.S. Government Printing Office. Retrieved from
http://tinyurl.com/ckxm5pj
U.S. Federal Register. (2013, February). National school lunch program and school breakfast
program: Nutrition standards for all foods sold in school as required by the healthy,
hunger-free kids act of 2010; Proposed rule. Washington DC: U.S. Government Printing
Office. Retrieved from http://tinyurl.com/bw4cvsh
Woodward-Lopez, G., Gosliner, W., Samuels, S. E., Craypo, L., Kao, J., & Crawford, P. B.
(2010). Lessons learned from evaluations of California's statewide school nutrition
standards. American Journal Of Public Health, 100(11), 2137-2145. Retrieved from
Academic Search Premier Database.
Zanteson, L. (2012). New standards unveiled for school lunches Soon kids will be eating
more fruits, veggies, and whole grains. Todays Dietitian, 14(5), 14. Retrieved from
http://tinyurl.com/cv4choj