BACKGROUND: Project BREAK! was designed to test the efficacy of an intervention to increase student participation in the reimbursable School Breakfast Program (SBP). Two schools developed grab-n-go menus, added convenient serving locations, and allowed eating in the hallway. This follow-up study investigated faculty and staff perspectives of how the SBP changes influenced schools. METHODS: Project BREAK! high schools were located near Minneapolis, Minnesota, enrolled over 1200 students each and were 70% to 90% white. Interviews with school personnel (N = 11) and focus groups with teachers (N = 16) from the 2 intervention schools were conducted. The Diffusion of Innovation (DOI) framework guided the question development. RESULTS: Analysis of the interviews identified the following DOI constructs as most prominently mentioned by school personnel and teachers: advantages for students and faculty/staff, minimal staff time required, communication of the changes, support of social relations between students and faculty/staff and trialability of the program. CONCLUSION: There appears to be numerous advantages for both students and school personnel to improving SBP access. The relative advantages of Project BREAK! appear to outweigh the negatives associated with extra time and effort required by staff. Communication about the changes is an area that needs strengthening.
BACKGROUND: Project BREAK! was designed to test the efficacy of an intervention to increase student participation in the reimbursable School Breakfast Program (SBP). Two schools developed grab-n-go menus, added convenient serving locations, and allowed eating in the hallway. This follow-up study investigated faculty and staff perspectives of how the SBP changes influenced schools. METHODS: Project BREAK! high schools were located near Minneapolis, Minnesota, enrolled over 1200 students each and were 70% to 90% white. Interviews with school personnel (N = 11) and focus groups with teachers (N = 16) from the 2 intervention schools were conducted. The Diffusion of Innovation (DOI) framework guided the question development. RESULTS: Analysis of the interviews identified the following DOI constructs as most prominently mentioned by school personnel and teachers: advantages for students and faculty/staff, minimal staff time required, communication of the changes, support of social relations between students and faculty/staff and trialability of the program. CONCLUSION: There appears to be numerous advantages for both students and school personnel to improving SBP access. The relative advantages of Project BREAK! appear to outweigh the negatives associated with extra time and effort required by staff. Communication about the changes is an area that needs strengthening.
Authors: Jeanne P Goldberg; Jessica J Collins; Sara C Folta; Mary Jo McLarney; Claire Kozower; Julia Kuder; Valerie Clark; Christina D Economos Journal: Prev Chronic Dis Date: 2009-06-15 Impact factor: 2.830
Authors: Marilyn S Nanney; Robert Leduc; Mary Hearst; Amy Shanafelt; Qi Wang; Mary Schroeder; Katherine Y Grannon; Martha Y Kubik; Caitlin Caspi; Lisa J Harnack Journal: J Acad Nutr Diet Date: 2019-02-14 Impact factor: 4.910
Authors: Katherine Y Grannon; Marilyn S Nanney; Qi Wang; Nicole Larson; Mary O Hearst; Jerica Berge; Caitlin E Caspi Journal: J Sch Health Date: 2019-12-11 Impact factor: 2.118
Authors: Valarie K Frigge; Marilyn S Nanney; Lisa Harnack; Margaret Haggenmiller; Rebekah Pratt Journal: J Nutr Educ Behav Date: 2018-09-08 Impact factor: 3.045
Authors: Sally Lawrence Bullock; Spring Dawson-McClure; Kimberly Parker Truesdale; Dianne Stanton Ward; Allison E Aiello; Alice S Ammerman Journal: Int J Environ Res Public Health Date: 2022-03-22 Impact factor: 3.390
Authors: Marilyn S Nanney; Amy Shanafelt; Qi Wang; Robert Leduc; Ellen Dodds; Mary Hearst; Martha Y Kubik; Katherine Grannon; Lisa Harnack Journal: Contemp Clin Trials Commun Date: 2016-08-15