GREEN Project: HERO Campaign

Somawina Nwegbu, Lauren Todd, Lauren Wood, Emily Wong

BackgroundDiets of US Children80-90% of 4-13 year olds do not meet

recommendations for fruit and vegetable consumption (ADA 2008)

17% of children aged 2-19 were classified as obese in 2010 (Ogden 2010)

Adulthood chronic diseases are now impacting children

BackgroundFood in the SchoolOpportunity to make an impact

Up to two meals and multiple snacks consumed by students daily

55.8 million children participate in National School Lunch Program (USDA 2011)

Problem Access and availability does not always translate

to consumption of healthful foods

BackgroundFood WasteAn estimated 12% of total calories of school

lunches are wasted (Ralston 2008)

What about forcing children to take food? No impact on consumption Doubles waste (Price & Just 2009)

Food waste tend to be lower calorie foods with higher levels of nutrient density, particularly fruits and vegetables

Past InterventionsHealthy Eating Focus

Cafeteria Power Plus Intervention Project FIT

Plate Waste Focus Great Taste, Less Waste International Programs

General Healthfulness Healthy Buddies What It Means to Be Healthy

Formative Research Process Key Information Interviews (Part 1)

Population Representative

Columbus Elementary School in Medford, MA Middle class, diverse environment Interest in improvement of childhood nutrition

Key Informant Interviews (Part 2) Cafeteria and Kitchen Staff

Cafeteria Observation

Focus Groups Eight 3rd Graders Six 4th Graders

Focus Group GuideAttitudes and Beliefs towards Fruits and

Vegetables Taste Presentation Other Characteristics

Expectations about Fruits, Vegetables, and Food Waste

Subjective Norms about Food Waste

Campaign Ideas

Formative Research FindingsFocus Group Findings:

Acceptability of fruits and vegetables Taste Some Texture

Strong parental and teacher influence

Favor for interactive, hands-on activities

Posters in hallways and cafeteria space

Observation Findings:

Disregard for food waste and ecological impact

Aims, Hypotheses, & Limitations Aims

Increase fruit and vegetable consumption by 3rd and 4th grade children (compared to baseline)

Reduce plate waste of fruits and vegetables served in schools by 3rd and 4th grade children(compared to baseline

Hypothesis A school-based, year-long Social Marketing campaign guided

by key constructs from Social Cognitive Theory will significantly increase consumption and decrease waste of fruits and vegetables by third and fourth grade children compared to baseline.

Limitations Communications-based campaign, not an intervention Timing, cost, and uncontrollable factors

Logic Model

Campaign Components and MaterialsSocial Marketing Materials (Environment)

Interactive Components (Behavior)

Newsletter to Influence the Home Environment

Social Marketing MaterialsLogo

Posters and Decorated Trash Cans

Mascots

Glass Cling

Branding &Logo Implementation

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MascotsMascots

Diverse, heroic Focus on saving the Earth

Three Appearances Beginning of the first semester

Goal: to introduce the campaign Statement through PA system Appearance in the cafeteria

End of the first semester Incorporated into already existing assembly

End of the year to announce contest winners

Posters and Decorated Trash CansPosters in the cafeteria space

Posters on the trash cans to discourage waste of fruits and vegetables

Glass cling icons and food descriptions on the lunch line in front of fruit and vegetable offerings

Table top cling signs (semester 2) reinforcing messages

Sample Poster 1

Sample Poster 2

Sample Poster 3

Glass Cling

Table Top Cling

Interactive School-based Components

“Be a HERO” Contest

Public Announcement System Jingle

Public Announcement System Messages

“Be a HERO” Fruit & Vegetable Consumption ContestGoal: Create a competition in which students

track fruits and vegetables that they try

Method Utilization of a “passport” to track fruit and

vegetable consumption at lunch Child gets a sticker for each day he or she tries a

fruit or vegetable Lunch monitors already in place will distribute the

stickers In line with HERO theme, appropriate rewards

distributed to everyone, with greater incentives for higher consumption

Public Announcement System: JinglesBased on formative research

Students accustomed and attentive to PA system announcements

Excited about integration of music and campaign messaging

Requested variety of musical styles

Logistics: Mimicking morning announcements Played every Friday during Semester 1

Sample: “You can be a Hero”

Public AnnouncementSystem: Student HERO MessagesGoal: provide students with opportunity to

share positive, personal messages that support the HERO message over the PA system at lunch

Messages created over holiday break: their favorite fruits and vegetables, how they are a HERO

2 students selected to deliver message each Friday: Sample: “I’m Makayla and my favorite fruit and

vegetables are strawberries and red peppers. I’m a HERO because I eat fruits and veggies from all the colors of the rainbow!

Influencing the Home Environment: Parent Newsletters Literature and formative research confirmed the

strong parental influence on food behaviors of children at this age

Goals: Provide information and support to parents around campaign elements, fruit and vegetable purchasing, consumption and preparation

Monthly Newsletter components: Update on campaign events Recipes highlighting specific fruits and vegetables Spotlight on individuals adhering to tenets of campaign Packing and shopping guides Talking points and suggestions for FV-based activities

Process Evaluation Ongoing measure of progress of campaign materials to

reach the desired aims

Includes measures of reach, dose delivered, dose received and fidelity of each campaign component

Insert screen shot of portion of chart???

Outcome EvaluationIntermediate outcomes:

1) Improved self-efficacy and attitudes towards fruits and vegetables

Validated survey modified from GREEN project(baseline and end line)

2) Parents read and act on strategies from newsletters

Detachable portions of newsletters request feedback

Long term outcomes:

1) Increased fruit and vegetable consumption

Collect the contest passports (baseline, every 2 months, and end line)

Plate waste serves as a proxy

2) Decreased plate waste of fruits and vegetables

Tally the number of food trays with leftover fruits and vegetables

Conducted by research assistants at baseline, midline and end line

Should I put long term outcomes on this slide (and ST on the previous?) Or leave them on one slide?

Implementation TimelineScreen shot of implementation timeline.

Honestly I think we could get rid of the next 2 slides and just go over the screen shot????

Timeline ReviewFirst Semester September

1-15: Begin training 16-30: Campaign Implementation

Overview Mascot Introduction (3rd week of school) “Be a HERO” Contest PA System Jingle Glass clings Posters Signs on Trash Cans Mascot Assembly Parent Newsletters

Timeline ReviewSecond SemesterOverview

“Be a HERO” Contest (all semester) Glass clings (continues all semester) Posters (rotated in January, remain hung all

semester) Table-top clings (beginning this semester) Signs on Trash Cans (continues all semester) Parent Newsletters (monthly) Student HERO Messages (all semester) Mascot Assembly

Q & A

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