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Basic school pupils' food purchases during mid-morning break in urban Ghanaian schools.

ABSTRACT: BACKGROUND:Unhealthy food vending can expose children to malnutrition and other diet related challenges such as obesity. This study sought to describe types and sources of food in basic schools in urban Accra, and to describe food purchases by pupils. METHODS:This was a cross-sectional study of five basic schools (3 public; 2 private) and 644 pupils in the Ga-East Municipality in Ghana. Check-lists were used to document available sources of foods during school hours. Pupils were intercepted after making purchases during breaktime and the type, cost and sources of foods purchased documented. Energy content of foods were read from labels when available or estimated using the Ghana Food Composition database when unlabelled. Frequencies and crosstabs were used to compare food type by source and school type. RESULTS:Foods were purchased from school canteen, school store, private stores, and 'table-top' vendors. Meals were most frequently purchased (38%) although single purchases were sweetened drinks, savoury snacks and confectioneries. About 53% of retailers located within the schools sold relatively healthier food options. Similar foods with comparable energy content were purchased within and outside of school. CONCLUSIONS:Basic schools in urban Ghana provide ready access to energy dense food options, which are purchased by pupils both within and outside of school premises. Timely interventions inclusive of school food policies can encourage healthier diets among pupils.

SUBMITTER: Ogum-Alangea D

PROVIDER: S-EPMC7462272 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Basic school pupils' food purchases during mid-morning break in urban Ghanaian schools.

Ogum-Alangea Deda D Aryeetey Richmond N O RNO Gray Heewon L HL Laar Amos K AK Adanu Richard M K RMK

PloS one 20200901 9

<h4>Background</h4>Unhealthy food vending can expose children to malnutrition and other diet related challenges such as obesity. This study sought to describe types and sources of food in basic schools in urban Accra, and to describe food purchases by pupils.<h4>Methods</h4>This was a cross-sectional study of five basic schools (3 public; 2 private) and 644 pupils in the Ga-East Municipality in Ghana. Check-lists were used to document available sources of foods during school hours. Pupils were i ...[more]

PMID: 32870945

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Project description:ObjectivesWe examined teachers' knowledge, perceptions, and attitudes regarding contraception by basic school pupils in a Ghanaian Municipality.MethodsThis was an explorative, analytical cross-sectional study using the mixed-method approach. Participants comprised 183 public and private basic school teachers and 20 school health coordinators in the study area. The statistical tests carried out were in two folds. Quantitative data were analyzed with a statistical package for social sciences version 20 to generate tables. A logistic regression model was used to examine associations between the predictor and the binary response variables. Adjusted odds ratio accounted for other predictor variables in the model. For the qualitative data, recorded interviews were transcribed and content analysis was done to identify themes, subthemes, and results presented as participants' direct quotations/paraphrased statements. Knowledge, perceptions, and attitudes were assessed using 3-Likert scale type questions developed by the author.ResultsParticipants' sociodemographic characteristics were associated with perceptions and attitudes toward contraception in basic schools. At 95% confidence intervals, the p-values were not significant for any of the variables tested. However, the adjusted odds ratio (aOR) showed positive perceptions among participants aged 35-39 (aOR = 7.24; p = 0.35), women (aOR = 4.22; p = 0.25), higher educated (aOR = 4.32; p = 0.56), work experience between 16 and 20 years (aOR = 6.65; p = 0.96), four or more children (aOR = 6.35; p = 0.96); divorcee (aOR = 10.12; p = 2.92); intrauterine contraceptive device (IUD) (aOR = 5.02; p = 2.43); or condoms users (aOR = 7.09; p = 0.32). Negative perceptions were noted among affiliates of other religions compared to Christians (aOR = 0.19; p = 0.01) and subject teachers (aOR = 0.39; p = 0.01). Participants' perceptions were directly influenced by attitudes toward contraception and knowledge (p = 0.081). The qualitative findings showed mixed feelings about contraceptive education in basic schools.ConclusionsBasic school teachers have challenges with contraceptive education which have implications for comprehensive sex education in Ghanaian basic schools. We recommend a similar study among parents of the pupils and a nationwide study to examine this concept further.

Project description:BackgroundRates of suicide and poor mental health are high in environments (neighbourhoods and institutions) where individuals have only weak social ties, feel socially disconnected and experience anomie - a mismatch between individual and community norms and values. Young people spend much of their time within the school environment, but the influence of school context (school connectedness, ethos and contextual factors such as school size or denomination) on suicide-risk is understudied. Our aim is to explore if school context is associated with rates of attempted suicide and suicide-risk at age 15 and self-harm at age 19, adjusting for confounders.MethodsA longitudinal school-based survey of 1698 young people surveyed when aged 11, (primary school), 15 (secondary school) and in early adulthood (age 19). Participants provided data about attempted suicide and suicide-risk at age 15 and deliberate self-harm at 19. In addition, data were collected about mental health at age 11, social background (gender, religion, etc.), and at age 15, perception of local area (e.g. neighbourhood cohesion, safety/civility and facilities), school connectedness (school engagement, involvement, etc.) and school context (size, denomination, etc.). A dummy variable was created indicating a religious 'mismatch', where pupils held a different faith from their school denomination. Data were analysed using multilevel logistic regression.ResultsAfter adjustment for confounders, pupils attempted suicide, suicide-risk and self-harm were all more likely among pupils with low school engagement (15-18% increase in odds for each SD change in engagement). While holding Catholic religious beliefs was protective, attending a Catholic school was a risk factor for suicidal behaviours. This pattern was explained by religious 'mismatch': pupils of a different religion from their school were approximately 2-4 times more likely to attempt suicide, be a suicide-risk or self-harm.ConclusionsWith several caveats, we found support for the importance of school context for suicidality and self-harm. School policies promoting school connectedness are uncontroversial. Devising a policy to reduce risks to pupils holding a different faith from that of their school may be more problematic.

Project description:Gross motor coordination (GMC) is essential for the development of specific motor skills and long-term participation in physical activities and sports. Group analysis reveals that, on average, children develop these skills gradually; however, how individuals develop GMC is less clear. The main aim of this study is to increase the understanding of developmental patterns within one school year, and whether children's grade, gender, or baseline GMC proficiency are associated with these developmental patterns. In total, 2594 Dutch children aged 6-12 years performed the modified Körper Koordinations Test für Kinder (KTK3+) twice in one school year (autumn and spring). The KTK3+ includes four subtests: walking backwards, moving sideways, jumping sideways, and eye-hand coordination (EHC) test. On average, children developed significantly on all subtests (p < 0.001). At baseline, children in higher grades scored significantly higher than children in lower grades, and children in grades 5 and 6 (age 9 and 10 years) showed most development (raw scores on average, p < 0.001). Boys outperformed girls on EHC across all grades, whereas girls outperformed boys on walking backwards. Nevertheless, both boys and girls developed similarly. Children with lower scores at baseline developed more quickly across all grades. Noteworthy is that 12.1-24% (depending on the test item) of the children scored lower in the spring than in the autumn tests. On average, children develop their GMC; however, we report large differences in their individual trajectories and note that a substantial number did not show a positive GMC development. Further research should examine GMC development with more possible influencing factors as well as over a longer time span to better understand differences in children's GMC development. This may result in more individualized programs in PE lessons, enabling children to optimally develop their GMC, and better use of GMC assessment tools to monitor children's development.

Project description:BackgroundData suggest that Ghana has made significant improvements in the educational system, resulting in some accomplishments. Nonetheless, pupils' academic performance at the junior high school level and in the Basic Education Certificate Examination (BECE) remains poor nationally. Some factors have been identified to influence poor academic performance in some parts of Ghana, but none in the Krachi West district. Thus, it has become imperative to determine the local factors accountable for this trend and identify the most appropriate localised solutions.Materials and methodsAn embedded research design was employed to ascertain the influence of pupils' characteristics and school environment factors on academic performance. In all, 361 participants (325 BECE candidates, 12 teachers, 12 head teachers and 12 PTA/SMC Chairpersons) were selected using cluster sampling, simple random and purposive sampling across 12 schools in the district. The academic performance of pupils was assessed using scores from six (6) subjects in the standardised district-level mock examination.ResultsBased on the examination scores, half of the pupils performed poorly in the six subjects. Even though from the quantitative study, pupils' characteristics had no significant influence on academic performance, school location (β = -3.29, p < 0.01), school type (β = 1.15, p < 0.01), and school environmental factors (β = 0.807, p = 0.024) were significant predictors of academic performance in the district. Pupils in private schools were thrice more likely to achieve average academic performance than pupils from public schools (OR = 3.2, CI = 1.06-9.47). Also, schools with good environmental factors were twice as likely to have average academic performance than schools with poor environmental factors (OR = 2.2 CI = 1.11-4.52).ConclusionWhile school environment factors and pupil characteristics have a relationship with academic performance as suggested by the ecological theory, it was established in this study that only school location, school type and school environment factors were the significant predictors of academic performance in the Krachi West District. Therefore, education stakeholders need to consider these predictors when coming up with integrated but local strategies to improve pupils' academic performance in that district.

Project description:IntroductionExcess free sugar intake is associated with obesity and poor dental health. Adolescents consume substantially more free sugar than is recommended. National (UK) School Food Standards (SFS) are in place but are not mandatory in all schools, and their impact on the diets of secondary school pupils is unknown. We aim to evaluate how SFS and wider healthy eating recommendations (from the national School Food Plan (SFP)) are implemented in secondary schools and how they influence pupils' diets and dental health.Methods and analysisSecondary-level academies/free schools in the West Midlands, UK were divided into two groups: SFS mandated and SFS non-mandated. Using propensity scores to guide sampling, we aim to recruit 22 schools in each group. We will compare data on school food provision and sales, school food culture and environment, and the food curriculum from each group, collected through: school staff, governor, pupil, parent surveys; school documents; and observation. We will explore the implementation level for the SFS requirements and SFP recommendations and develop a school food typology. We aim to recruit 1980 pupils aged 11-15 years across the 44 schools and collect dietary intake (24-hour recall) and dental health data through self-completion surveys. We will compare free sugar/other dietary intake and dental health across the two SFS groups and across the identified school types. School type will be further characterised in 4-8 case study schools through school staff interviews and pupil focus groups. Evaluation of economic impact will be through a cost-consequence analysis and an exploratory cost-utility analysis.Ethics and disseminationEthical approval was obtained from the University of Birmingham Ethical Review Committee (ERN_18-1738). Findings will be disseminated to key national and local agencies, schools and the public through reports, presentations, the media and open access publications.Trial registration numberISRCTN 68757496 (registered 17 October 2019).

Dataset Information

Basic school pupils' food purchases during mid-morning break in urban Ghanaian schools.

Publications

Basic school pupils' food purchases during mid-morning break in urban Ghanaian schools.

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