Method: Data was collected for children in kindergarten through twelfth grades in seventeen schools participating in three separate Carol M White PEP grants. Data was collected for three separate health and physical activity assessments: healthy fitness zone, intake of fruits and vegetables, and amount of daily physical activity. Data was collected three times on each student during the school year and was aggregated and analyzed to determine the differences among genders, grade level, and schools, as well as the percentage of students increasing their healthy behaviors in each assessment. The data was then compared to the activities of each grant to determine the activities within each school that most contributed to increasing children’s healthy behaviors.
Analysis/Results: Results indicated there were many variables associated with increasing the healthy behaviors of children. In general, a higher percentage of elementary children were able to increase their healthy behaviors than middle and high school students. Female students had a higher percentage of improvement in each assessment and schools located in a higher socio-economic area had more students that participated in healthy behaviors
Conclusions: Across all schools, grade levels, and children, the most important indicators of increasing children’s participation in healthy activities were: consistency, collaboration, and communication. These components were exhibited by the teachers, administrators and staff and helped children focus on the goal of increasing their engagement in healthier activities. In addition, many activities were implemented and the following had the most positive impact on most children: Family Fun Nights, professional development for food service staff, newsletters, and working closely with the classroom teachers and administrators. The results of the data analysis indicate that a collaborative effort by the entire school community (children, teachers, and community) can increase the healthy behaviors of children.