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Article #1. Children, ‘healthy’ food, school and family: the ‘[n]ot really’outcome of school food messages

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Article #1. Children, ‘healthy’ food, school and family: the ‘[n]ot really’outcome of school food messages

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1. The article discusses a study conducted in Victoria, Australia, involving 50 families with primary school children. The study aimed to understand children's perceptions of school food knowledge and its impact on family food practices.

2. The study found that both children and parents felt that school food messages were unclear, contradictory, and not relevant to them. This led to a reduced likelihood of these messages being brought home from school.

3. The research identifies a significant difference between how families approach healthy eating and food practices at home compared to the framework of school messages. Families prioritize children's eating with a pragmatic and nurturing approach, emphasizing the importance of love and care in food consumption.

4. The concept of "relational consumption" is introduced, suggesting that food is part of the everyday exchange of love and care within families. This differs from the regulatory framework of school food messages, which does not emphasize relational aspects.

5. The disconnection between familial relational approaches and school food messages affects how these messages are conveyed between home and school, limiting their impact.

6. School messages about healthy eating were found to be ubiquitous but often contradictory and confusing, leading children to view their families as the primary source of reliable information about healthy eating.

7. School messages were described as instrumental, focusing on rules and regulations, while families aimed for a more holistic and relational approach to healthy eating.

8. The study suggests that greater attention to the relational aspects of food consumption in schools may facilitate a more meaningful exchange between families and schools, supporting families in their efforts to provide healthy diets for their children.

Maher, JaneMaree et al. “Children, ‘Healthy’ Food, School and Family: The ‘[n]ot Really’ Outcome of School Food Messages.” Children’s geographies 18.1 (2020): 81–95. Web.

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Article #2  Designing Healthy, Climate-Friendly, and Affordable School Lunches.

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Article #2  Designing Healthy, Climate-Friendly, and Affordable School Lunches.

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1. Study Purpose: The study aims to develop a model that considers nutritional, climate change, and economic aspects to design optimal menus for school children in Spain.

2. Methodology: The study employs integer goal programming to design menus that meet various requirements, including caloric content, macronutrient distribution, encouraged and limited nutrients, while minimizing the carbon footprint (CFP) and adhering to a budget.

3. Context: The research considers the importance of school meals in promoting better health, particularly in addressing issues like childhood obesity and malnutrition, which are prevalent in Spain.

4. Sustainability: The study aligns with the concept of sustainable diets, defined by the FAO as those with low environmental impacts that contribute to food security, health, and respect for biodiversity and ecosystems.

5. Complexity of Sustainable Diets: Building sustainable diets is complex because nutritional, environmental, and economic goals may not align, creating trade-offs.

6. Carbon Footprint: The study focuses on the carbon footprint (CFP) as a key environmental impact, as it is a commonly used indicator for food eco-labelling due to its simplicity and global relevance.

7. Case Study: The research uses a case study involving 20 starters, 20 main dishes, and 7 desserts to design optimal menus for elementary school students over a 20-day period.

8. Data Sources: CFP data for each dish is assessed based on life cycle assessment and CFP studies on food products, while nutritional values are obtained from databases and prices from a wholesaler.

9. Nutritional Constraints: The study sets constraints on nutrient content, including macronutrients and micronutrients, to ensure the menus meet nutritional requirements.

10. Goal Programming Model: The research uses a goal programming model with weights to optimize the deviations from goals related to CFP, budget, caloric content, and nutrient content, providing flexibility for decision-makers to prioritize specific aspects.

These facts summarize the key aspects of the study, which explores the development of sustainable and nutritious school menus by considering multiple criteria and constraints.

Ribal , J. (2014, December 15). Designing healthy, climate friendly and affordable school lunches.

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So far as a district, we have done an amazing job pairing up with the Kentucky farm to school program. BUT...there is still needed improvement for this program...not just providing healthy lunches 3 days a week, but making it an everyday breakfast and lunch program...with this grant we are able to provide local fresh produce and veggies only three days a week...how do we implement this to 5 days?

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The CACFP helps institutions and facilities serve well-balanced, nutritious meals to the participants in their care and this handbook provides details for administering the CACFP.

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The CACFP helps institutions and facilities serve well-balanced, nutritious meals to the participants in their care and this handbook provides details for administering the CACFP.

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This has also been a big issue in the district I am in already. Several students with IEP's feel discouraged when being pulled out of class because they do not learn the same way. This is also an issue as far as their mental health and how this makes them feel while being pulled verbally in front of the whole class.

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ABOUT US

From a client:

No one chooses to be in a position to seek out an advocate for their child. It is typically a decision fueled by fear, frustration, and anger. Having a person like Shannon to spell it out for you in layman's terms is valuable. She is kind, personable, and responsive. Her expertise of how to help special needs kids excel at school is priceless. Whether you need advice, a sounding board, or someone to help you communicate with your child's school, Shannon is a great person to turn to.

- Katie S.

​

Shannon has been a huge asset to my family, her knowledge and support could not have come at a better time. She was able to provide us with the advice and insight on the best way to navigate and understand the public school system. In the end, helping us make the best decision, and finding the best fit for my daughter. To this day she has provided continued support for both my daughter and younger son. Her knowledge is invaluable. My family will be forever thankful to know she is there to help us when needed.

- Kristin B.

From a service provider:

Shannon is meticulous in her work and dedicated to a productive partnership between families and schools. Shannon strives for integrated services and a synchronized approach to education. She is client-centered and individualizes her services accordingly. Shannon is committed to each student receiving the support that is reflective of the individual's unique needs. She provides a clear and concise road map for families navigating the path of special education. As a professional that has worked in a variety of settings, she is engaging, informative, competent, and compassionate

- Susan Crumbaugh Orzolek, OTD, OTR

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KY IEP Advocate offers individualized education planning assistance to parents navigating the special education process with their child. Our education support services include one-on-one meetings, partner resources, templates, how-to videos, and more.

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This is an issue that I find is super common in schools. I want to focus on what gets teachers to this point? Is there preventatives that we can use to not have teachers get to this point? I have observed before teachers quitting in the middle of the day and not returning to education because of this...

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Stress, Burnout, Depression: Teachers and Principals Are Not Doing Well, New Data Confirm

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They still love parts of their jobs-but feel anxiety and stress more than other working adults, a new study finds.

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https://www.youtube.com/watch?v=SFnMTHhKdkw&vl=en

When the days in education are long, and we teachers feel like we are not being successful in our students lives...no matter how hard we try. This video always picks me back up and reminds me WE ARE making a difference in their lives...we WERE CHOSEN...

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A hidden educational crisis.

- U.S. Department of Education

Data Illuminates the Extent of Chronic Absenteeism

At the same time, we know that many students experience tremendous adversity in their lives-including poverty, health challenges, community violence, and difficult family circumstances-that make it difficult for them to take advantage of the opportunity to learn at school.

Students who are chronically absent-meaning they miss at least 15 days of school in a year-are at serious risk of falling behind in school. Yet, for too long, this crisis in our nation's public elementary and secondary schools has not been fully understood. Now, under the Every Student Succeeds Act, many states are reporting chronic absenteeism data annually. This data story, updated with the 2015-16 Civil Rights Data Collection (CRDC), bolsters efforts to reduce and ultimately eliminate chronic absenteeism so that all students have a better chance of reaching their full potential. The data from the CRCD is drawn from nearly every public school in the country and helps us understand who is chronically absent, at what grade levels chronic absenteeism tends to occur, and how chronic absenteeism compares community-by-community and state-by-state.

OVER 7 MILLION students missed 15 or more days of school in 2015-16.

That's 16 percent of the student population- or about 1 in 6 students.

Let's take a closer look at which groups of students were more likely to be chronically absent. Disparities in chronic absenteeism by key demographic characteristics are evident, though unacceptable levels of chronic absenteeism exist for all students.

The disparities are striking. Consider the relative differences: compared to their white peers, American Indian and Pacific Islander students are over 50 percent more likely to lose three weeks of school or more, black students 40 percent more likely, and Hispanic students 17 percent more likely.

See chronic absenteeism rates for other student groups in the next chart.

View Chart By:

One notable trend: English learners, who face significant barriers in school and society, are approximately 1.2 times less likely to be chronically absent than their non-English learner peers. Fourteen percent of English learners are chronically absent compared to 16 percent of non-English learners.

The same is not true for students with disabilities who are 1.5 times more likely to be chronically absent than students without disabilities. The Individuals with Disabilities Education Act (IDEA) is intended to ensure all students with disabilities have access to a free, appropriate education yet chronic absenteeism is a barrier that gets in the way of achieving that goal.

At roughly 16 percent each, male and female students are similarly likely to be chronically absent.

Lost Along the Way

Chronic absenteeism occurs at every grade level but is more prevalent in some grades than others. Chronic absenteeism rates are highest in high school, according to data in the 2015-16 Civil Rights Data Collection. Other research suggests that students in the early elementary grades also experience high rates of chronic absenteeism, which may be masked in analyses that are only available at the school level (as is the case here). Understanding when students are most at risk will help schools and advocates better target interventions to improve student outcomes.

Overall, more than 20 percent of students in high school are chronically absent compared with more than 14 percent of students in middle school. The chronic absenteeism rate was the lowest for elementary school students, at almost 14 percent. For more information on how we defined grade levels, see the data notes.

Next, we looked at how chronic absenteeism varied across grade levels for specific groups of students.

View Chart By:

For each subgroup of students there is a similar pattern: the likelihood of chronic absenteeism increases as students progress into high school. Notably, the stronger overall attendance observed among English learners dissipates over grade levels, such that they experience higher chronic absenteeism than their non-English learner peers when they reach high school.

The Geography of Chronic Absenteeism

Students experience chronic absenteeism from coast to coast. Disturbingly, approximately 800 school districts reported that more than 30 percent of their students missed at least three weeks of school in 2015-16.

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Why Chronic Absenteeism Matters: What the Research Says

Chronic absenteeism is widespread-about one out of every six students missed three weeks or more of school in 2015-16. That translates to more than 100 million school days lost. Research suggests the reasons for chronic absenteeism are as varied as the challenges our students and families face-including poor health, limited transportation, and a lack of safety - which can be particularly acute in disadvantaged communities and areas of poverty.

Whatever its causes, chronic absenteeism can be devastating:

The Path Forward: Every Student, Every Day

The very students who tend to face significant challenges and need the most educational supports are often missing the most school.

When our teachers, principals, policymakers, and others have access to robust data on the extent and nature of chronic absenteeism, we are all in a better position to provide students with the supports they need to stem this crisis in our schools.

The 2015 federal education law the Every Student Succeeds Act (ESSA) empowered states to create unique statewide accountability systems. In addition to measurements of annual school performance, ESSA requires states to hold schools accountable for one measure of "school quality or student success (SQSS)" (ESSA 2015, 111-31) and 36 states, the District of Columbia, and Puerto Rico submitted plans to the U.S. Department of Education to use chronic absenteeism as one SQSS indicator. ESSA state plans outline strategies to leverage federal funds to improve attendance through teacher training, improving health services, family engagement, and school climate, important levers for increasing school attendance.

Through an array of resources, the Department of Education is committed to helping ensure all our students, especially the most disadvantaged, are in school every day, including:

Supports coordinated community action that addresses the underlying causes of local chronic absenteeism affecting millions of children in our nation's public schools each year.

The CRDC shines a spotlight on data that enable us to understand the successes and challenges of schools and school districts in providing educational opportunity to all of our nation's children.

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Chronic Absenteeism in the Nation's Schools

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Students who are chronically absent-meaning they miss at least 15 days of school in a year-are at serious risk of falling behind in school. Yet, for too long, this crisis in our nation's public elementary and secondary schools has not been fully understood.

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Student teacher relationships, not having connections with their students/not caring

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Providing cheap, non nutritious school lunches. "prisoners get better meals than our kids"

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Diversity for students, not getting the same shitty math teacher for three years in a row.

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Student was not prepared academically for college, teachers “did not have the time to explain the questions or explain multiple ways”

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a great question...in terms of the education profession...honestly (and I know it's cliche) but pay.  With higher pay comes more qualified candidates for our kids.  With more qualified candidates comes a respect for the profession, teachers who are not scrambling or burnt out or leaving because they can't pay their bills. ( my sister is a teacher)

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Advocating for the work that we do DAILY! Teaching requires planning that extends outside of our pay hours in the day. Having the community realize the amount of planning and work that teachers put into the school year and being more providing support to us.

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Funding/lack of qualified teachers.

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Lack of support from home and government.

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Students are disengaged/don't come to school/truancy.

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Advocating for teachers right to more personal days. My last district gave 3 personal days, while my new district only does 2..... I was shocked to hear this....I was shocked to know we go later in the school year and only receive two personal days... I want someone to advocate for teachers to take at LEAST 3 to 4 personal days for whatever reason the teacher might need it.. This job is not a walk in the park...

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Advocating for UPDATED SOFTWARE/ONLINE STEM RESOURCES!! I cannot stress this enough, in the world of science and math.  We are only advancing more and more in the technology world for us to be advanced in the science world, but for some reason... some* schools are only sticking to the old method...outdated textbooks..BOOO

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Education has become politicized.

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I believe teacher recruitment and retention is a big piece of the puzzle. Money could be the answer, but locally there are not funds to pay teachers (and all school personnel) what they are worth..

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The biggest issue in regards to the education profession is the critical teacher shortage that is rampant, nationwide. Traditionally, teaching has been among the most respected professions - alongside doctors and lawyers. However, “education” has been weaponized by political spheres by partisan groups of both major parties in our country. The “heart” of teaching lies on making an IMPACT on students, and the future of our great nation; however, the national spotlight does not focus on the needs of students, or the powerful impact of their teachers. Rather, the spotlight often focuses on the liberal powers of teachers unions and the hyper-critical assumptions made by their political opponents. Education, in itself, is no longer celebrated in our country. The news “broadcasts” shortcomings, social media makes teachers targets of “being cancelled” at any time. College enrollment into Teacher Education programs has dwindled because the “profession” is no longer appealing to young adults who are investing tons of money into higher education.

The solution? Make teaching an honored and respected profession again! Turn the national spotlight on the joys of education, and the dedication of teachers. Create avenues to positively “market” the power of education via social media. Establish programs to recruit and retain teachers and equip them with the resources needed to sprinkle their magic on every student they can. Celebrate new teachers that as they walk through the door to cultivate young minds, and make a difference! At the National level, reduce or subsidize teacher education programs regardless of financial aid eligibility, while at the state level, increasing salaries and benefits. I believe the power of education is the impact on students; however; there is no impact without teachers. We save education, by investing in our teachers!

(Sorry, I’m kinda passionate about this topic.)

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Smaller class sizes and more teachers assistants in the room. Providing us with a seperate room to help our kids during tests, quizzes, assignments,etc.