From ‘What's This?’ To ‘I Grew It!’: Evaluation of a School Nutrition Program in Queensland, Australia

Issue Addressed

This study aimed to evaluate the implementation and impact of the ‘Pick of the Crop’ (POTC) program. POTC is a whole-school nutrition program aimed at increasing opportunities for primary school students in Queensland to learn about and eat more vegetables and fruit (VF).

Methods

A mixed-methods evaluation was undertaken that included analysis of school action plans, Most Signficant Change interviews and surveys with school champions, as well as focus groups with regional coordinators and programme managers. Data sources explored access to VF within the school and the perceived knowledge, skills, attitudes, and behaviour of staff and students regarding VF consumption. Quantitative data were analysed using descriptive statistics, and qualitative data were inductively coded and thematically analysed. Sources of data were triangulated to cross-validate key themes identified from interviews, focus groups, surveys and action plans.

Results

A total of 63 schools participated in the POTC evaluation. School staff reported high acceptability of POTC within schools for the first 2 years of its implementation. School staff considered the program feasible with the support of regional coordinators, strong curriculum links, networks with the community, and local leadership. Respondents from schools in their first and second year of implementation reported an increase in student knowledge, skills, and attitudes towards VF consumption. Schools in their second year of implementation reported higher levels of VF consumption among students, with some improvement to school policies, food culture and school networks.

Conclusions

POTC demonstrates an acceptable and feasible model that has potential for increasing consumption of VF among primary school students. Further research is required to determine long-term program efficacy with a larger sample size.

So What

School-based nutrition programs should consider incorporating the capacity for flexibility within program structures, whereby schools determine context-specific priorities and the specific activities to be implemented. Recruiting dedicated regional coordinators is also important to ensure support is available to meet the individual needs of schools.