Abstract
Background
Breakfast skipping has been associated with obesity. Schools have adopted breakfast
policies to increase breakfast participation. Recently, there have been concerns that
students in schools where breakfast is served in the classroom may be eating two breakfasts—one
at home and one at school—thereby increasing their risk of excessive energy intake
and weight gain.
Objective
The study objective was to compare the prevalence of not eating breakfast, eating
breakfast at home or school only, and eating double breakfasts (home and school) by
students in schools with distinct breakfast policies and evaluate the relationship
of breakfast policy to energy intake and diet quality.
Design
Baseline data were collected in 2011-2012 as part of a cluster randomized controlled
trial to evaluate the effectiveness of a school-based intervention to promote fruit
and vegetable intake and physical activity in low-resource elementary schools in California.
Participants/setting
Participants were 3,944 fourth and fifth graders from 43 schools, 20 served breakfast
in the cafeteria before school, 17 served breakfast in the classroom at the start
of school, and 6 served “second chance” breakfast (in the cafeteria before school
and again at first recess).
Statistical analysis
As part of a secondary data analysis, differences in school and individual characteristics
by school breakfast policy were assessed by χ2 test of independence or analysis of variance. Associations between school breakfast
policy and breakfast eating patterns were assessed. Outcomes included calorie intake
at breakfast, total daily calorie intake, and diet quality as measured by the Healthy
Eating Index 2010. Control variables included student race/ethnicity, grade, and language
spoken at home, and clustering of students by school.
Results
Breakfast in the classroom was associated with fewer students not eating breakfast
(P<0.001), but more eating breakfast at both home and school (P<0.001). Students in the breakfast in the classroom group did not have higher mean
energy intakes from breakfast or higher daily energy intakes that were higher than
other breakfast policy groups. The breakfast in the classroom group had higher overall
diet quality (P=0.01).
Conclusions
No evidence was found to support discontinuation of breakfast in the classroom policy
on the basis of concerns that children will eat excess calories.
Keywords
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Biography
L. D. Ritchie is director and cooperative extension specialist, Nutrition Policy Institute, Division of Agriculture and Natural Resources, University of California.
Biography
L. E. Au is an assistant researcher, Nutrition Policy Institute, Division of Agriculture and Natural Resources, University of California.
Biography
L. H. Goldstein is director of operations, Nutrition Policy Institute, Division of Agriculture and Natural Resources, University of California.
Biography
N. J. Rosen is a senior associate, Informing Change, Berkeley, CA; at the time of the study, she was a research associate, Atkins Center for Weight and Health, University of California, Berkeley.
Biography
K. Fenton is a biostatistician, Seattle Genetics, Bothell, WA; at the time of the study, he was a research data analyst, Atkins Center for Weight and Health, University of California, Berkeley.
Biography
T. Shimada is a managing nutrition policy advocate, California Food Policy Advocates, Oakland.
Article info
Publication history
Published online: October 01, 2015
Accepted:
August 25,
2015
Received:
September 13,
2014
Footnotes
STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT Analyses for this study were supported by a grant from Share Our Strength. The original data collection for the study was funded by US Department of Agriculture’s SNAP-Ed, known in California as CalFresh. This institution is an equal opportunity provider and employer.
Identification
Copyright
© 2016 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.
