Abstract
The rise in childhood obesity has led policymakers to target schools and school districts
to take a leadership role in addressing this epidemic. As such, teachers must be prepared
to address the complex nature of childhood obesity through nutrition and health education.
This paper outlines how teachers have the potential to be agents of change in schools
thereby creating a culture of health within the school environment. Through professional
development workshops and employee wellness programs, teachers have the opportunity
to learn the knowledge and skills needed to promote health resulting in teachers being
role models of healthy behaviors and integrating health concepts into daily instruction.
The purpose of this study was to assess the beliefs and self-efficacy of classroom
teachers before and after a professional development program focused on aligning nutrition
lessons with district learning standards in an urban middle school. The school faculty
was exposed to a minimal intervention designed to align nutrition and health standards
to core curriculum learning standards. As a result of this program, teachers showed
significant changes in their beliefs in the intersection of health and learning and
improved their self-efficacy for delivering health and nutrition education aligned
to existing learning standards. This project presents the promise that teachers can
develop the confidence and conviction to include health across the curriculum and
positively impact student and teacher health outcomes.
Keywords
Childhood obesity - school health - teacher self-efficacy - health disparities - professional
preparation
