The use of evidence-based strategies to address the federal wellness policy: a resource guide for school decision-makers

Existing research has demonstrated a correlation between eating and physical activity behaviors in children and their academic achievement. Through legislation enacted in 2004, known as the Federal Wellness Policy (the Policy), public schools have been mandated to address physical activity and nutrition education. Although the Policy elevates schools’ roles in wellness, the Policy itself does not set forth standards or guidelines regarding the type or quality of programming schools should employ to address these areas of wellness. The current study addressed the policy-to-practice gap in school wellness by examining district-level organization surrounding the Federal Wellness Policy, schools’ use of evidence-based programs to address the Policy, the reported barriers to implementing evidence-based nutrition education and physical activity programs, and the components and information contained in a resource guide for school decision-makers that increase the likelihood of implementation of evidence-based nutrition education and physical activity programs. These four areas of inquiry were explored through a 22-question phone interview with 15 school decision-makers. Results indicated that schools lack organization around the issue of wellness, tend not to implement evidence-based nutrition education or physical activity programs, and report time and the low prioritization of wellness in comparison to academics as the most significant barriers to implementing such programs. Furthermore, school decision-makers expressed unanimous interest in a resource guide that would address reported barriers to implementing wellness programming in schools. In light of these findings, it is recommended that in order to increase the health of the nation’s youth through evidence-based wellness programming, 1) knowledge and the link between achievement and wellness must be strengthened for school decision-makers and disseminated more effectively, and 2) feasible implementation suggestions for schools that respect the competing pressures they face must be provided.Psy.D.Includes bibliographical referencesby Brooke E. Zuma