TY - JOUR
T1 - Teachers' Perceptions and Attitudes Toward Breakfast in the Classroom
T2 - The Importance of Health
AU - McKeon, Gina Pope
AU - Shukaitis, Jennifer
AU - Cuite, Cara L.
N1 - Funding Information:
We acknowledge the support of a Rutgers University Community‐University Research Partnership Grant for the project “Evaluation of Breakfast After the Bell in XXXXXXXX Public Schools.” We would like to acknowledge the faculty, staff, and leadership of the school district that assisted with and participated in this study.
Publisher Copyright:
© 2021 American School Health Association.
PY - 2021/9
Y1 - 2021/9
N2 - BACKGROUND: Teacher resistance is sometimes cited as a barrier to implementing Breakfast in the Classroom (BIC), an approach to school breakfast in which students eat at their desks after the school day has begun. Given their role in serving breakfast with BIC, teacher perceptions may be critical in implementing an effective BIC program. METHODS: K-5 teachers (N = 249) in an urban, low-income school district completed an online survey that assessed their expectations of BIC (retrospectively), perceptions of its benefits and challenges, and current program satisfaction. Descriptive statistics, Pearson's correlation tests, and multiple regression analyses were performed. RESULTS: Most teachers (64%) whose students were currently receiving BIC were satisfied with the program overall, and 81% of teachers agreed that (1) BIC should continue and (2) is worth the effort. The most commonly identified problem was lack of breakfast variety and healthfulness. Retrospective positive expectations were positively correlated with current program satisfaction (r =.61, p <.001), although overall post-implementation perceptions are much more positive. Additionally, the perception that BIC improves students' health is related to higher satisfaction with BIC. CONCLUSIONS: Focusing on the health implications of BIC may be important to implementing new BIC programs.
AB - BACKGROUND: Teacher resistance is sometimes cited as a barrier to implementing Breakfast in the Classroom (BIC), an approach to school breakfast in which students eat at their desks after the school day has begun. Given their role in serving breakfast with BIC, teacher perceptions may be critical in implementing an effective BIC program. METHODS: K-5 teachers (N = 249) in an urban, low-income school district completed an online survey that assessed their expectations of BIC (retrospectively), perceptions of its benefits and challenges, and current program satisfaction. Descriptive statistics, Pearson's correlation tests, and multiple regression analyses were performed. RESULTS: Most teachers (64%) whose students were currently receiving BIC were satisfied with the program overall, and 81% of teachers agreed that (1) BIC should continue and (2) is worth the effort. The most commonly identified problem was lack of breakfast variety and healthfulness. Retrospective positive expectations were positively correlated with current program satisfaction (r =.61, p <.001), although overall post-implementation perceptions are much more positive. Additionally, the perception that BIC improves students' health is related to higher satisfaction with BIC. CONCLUSIONS: Focusing on the health implications of BIC may be important to implementing new BIC programs.
KW - Breakfast After the Bell
KW - Breakfast in the Classroom
KW - community eligibility
KW - school breakfast
KW - student health
KW - teacher perceptions
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U2 - 10.1111/josh.13064
DO - 10.1111/josh.13064
M3 - Article
C2 - 34235735
AN - SCOPUS:85109401017
VL - 91
SP - 741
EP - 749
JO - Journal of School Health
JF - Journal of School Health
SN - 0022-4391
IS - 9
ER -