Food Waste in Schools: A Pre-/Post-test Study Design Examining the Impact of a Food Service Training Intervention to Reduce Food Waste
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Setting
2.2. Intervention
2.3. Measures
2.4. Data Collection
2.5. Data Analysis
3. Results
Effect of SLM Strategies on Food Waste
4. Discussion
5. Conclusions
5.1. Limitations
5.2. Implications for Research and Practice
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Food Item | Pre-Test Items Selected a n (% of Total Trays Measured in Which the Item Was Selected) | Post-test Items Selected b n (% of Total Trays Measured in Which the Item Was Selected) | Percentage Point Difference | Spearman Correlations c |
---|---|---|---|---|
Fruits | 2686 (57.9%) | 2748 (59.5%) | 1.6% | −0.017 |
Vegetables | 3468(74.7%) | 4166 (90.3%) | 15.6% | −0.204 *** |
Milk | 3374 (72.7%) | 3325 (72.0%) | −0.7% | 0.007 |
Entrée (Protein and Grain) | 4582 (98.7%) | 4570 (99.0%) | 0.7% | −0.014 |
Total Number of Trays | 4642 | 4616 |
Pre-Test | Post-test | |||||||
---|---|---|---|---|---|---|---|---|
Food Item | % Measured Weight a Day 1 | % Measured Weight a Day 2 | % Average Measured Weight a | % Measured Weight a Day 1 | % Measured Weight a Day 2 | % Average Measured Weight a | Independent t-Tests b | |
Mean ± SD c | Mean ± SD c | Mean ± SD c | Mean ± SD c | Mean ± SD c | Mean ± SD c | t | p-Value | |
Fruits (n = 5434) | 8.14 ± 39.27 | 55.83 ± 44.03 | 1.61 ± 42.30 | 46.17 ± 44.47 | 49.54 ± 44.84 | 47.89 ± 44.69 | −11.62 | <0.001 |
Vegetables (n = 7634) | 74.21 ± 36.18 | 70.58 ± 38.94 | 2.39 ± 37.63 | 60.68 ± 41.54 | 69.48 ± 39.54 | 65.17 ± 40.77 | −7.98 | <0.001 |
Milk (n = 6699) | 49.41 ± 40.58 | 34.94 ± 40.36 | 46.37 ± 40.55 | 42.36 ± 41.09 | 41.45 ± 40.65 | 41.89 ± 40.86 | −4.50 | <0.001 |
Entrée (n = 9152) (Protein + Grain) | 29.46 ± 34.97 | 37.72 ± 38.46 | 33.69 ± 37.03 | 32.75 ± 38.12 | 30.08 ± 35.31 | 31.40 ± 36.76 | −2.97 | <0.005 |
Percent Change in Total Food Waste (%) | ||
---|---|---|
Independent Variables a | Β b | p-Value |
Total Number of Consistent Lunchroom Environment Strategies Observed in Both Post-Training Visits. | −1.13 | <0.001 *** |
Lunchroom Environment Strategy 1: “Cafeteria staff smile and greet students upon entering the service line and throughout meal service” (n = 7) | −2.63 | <0.001 *** |
Lunchroom Environment Strategy 2: “Attractive, healthful food posters are displayed in dining and service areas” (n = 4) | −17.49 | <0.001 *** |
Lunchroom Environment Strategy 3: “A menu board with today’s featured meal options with creative names is readable from 5 ft away when approaching the service are” (n = 3) | 6.38 | 0.019 * |
Lunchroom Environment Strategy 4: “The lunchroom is branded and decorated in a way that reflects the student body” (n = 2) | −14.41 | <0.001 *** |
Lunchroom Environment Strategy 5: “Cleaning supplies or broken/unused equipment are not visible during meal service” (n = 5) | −12.24 | <0.001 *** |
Lunchroom Environment Strategy 6: “All lights in the dining and meal service areas work and are turned on” (n = 7) | 9.26 | <0.001 *** |
Lunchroom Environment Strategy 7: “Compost/recycling and trash cans are at least 5 feet away from dining students” (n = 4) | 2.94 | 0.292 |
Lunchroom Environment Strategy 8: “There is a clear traffic pattern. Signs, floor decals, or rope lines are used when appropriate” (n= 3) | n/a | n/a |
Lunchroom Environment Strategy 9: “Trash cans are emptied when full” (n = 7) | 6.52 | <0.001 *** |
Lunchroom Environment Strategy 10: “A menu board with tomorrows featured meal with creative names is readable from 5 ft away in the service or dining area” (n = 1) | −0.74 | 0.854 |
Percent Change in Total Food Waste Per Food Component (%) | ||
---|---|---|
Independent Variables a | β b | p-Value |
Total Number of Consistent Fruit Strategies | 0.76 | 0.030 * |
Fruit Strategy 1: “At least two fruits were offered” (n = 9) | 7.61 | 0.001 ** |
Fruit Strategy 2: “Sliced or cut fruit was offered” (n = 4) | 9.46 | p < 0.001 *** |
Fruit Strategy 3: “A variety of fruit was offered in an attractive bowl or basket” (n = 6) | 0.24 | 0.914 |
Fruit Strategy 4: “Fruit was offered in at least two locations” (n = 3) | −8.63 | p < 0.001 *** |
Fruit Strategy 5: “At least one fruit was identified as the fruit of the day” (n = 1) | n/a | n/a |
Fruit Strategy 6: “A fruit taste test was offered” (n = 1) | −8.37 | 0.001 ** |
Total Number of Consistent Vegetable Strategies | −2.60 | p < 0.001 *** |
Vegetable Strategy 1: “At least two kinds of vegetables are offered” (n = 1) | n/a | n/a |
Vegetable Strategy 2: “Vegetables are offered on all service line” (n = 4) | 25.55 | p < 0.001 *** |
Vegetable Strategy 3: “Both hot and cold vegetables are offered” (n = 3) | −23.39 | p < 0.001 *** |
Vegetable Strategy 4: “When cut, raw vegetables are offered, they are paired with a low-fat dip such as ranch, hummus, or salsa” (n = 3) | −43.30 | p < 0.001 *** |
Vegetable Strategy 5: “A serving of vegetables is incorporated into an entrée item at least once a month” (n = 2) | −18.45 | p < 0.001 *** |
Vegetable Strategy 6: “Self-serve spices and seasonings are available for students to add flavor to vegetables” (n = 1) | n/a | n/a |
Vegetable Strategy 7: “At least one vegetable is identified as the featured vegetable-of-the-day and is labeled with a creative, descriptive name at the point of selection” (n = 2) | 21.56 | p < 0.001 *** |
Vegetable Strategy 8: “A vegetable taste test is offered at least once a year” (n = 1) | 26.02 | p < 0.001 *** |
Total Number of Consistent Milk Strategies | −1.17 | 0.001 ** |
Milk Strategy 1: “Milk cases/coolers are kept full throughout meal service” (n = 8) | 4.90 | p < 0.001 *** |
Milk Strategy 2: “White milk is offered in all beverage coolers” (n = 9) | 0.12 | 0.944 |
Milk Strategy 3: “White milk is organized and represents at least 1/3 of all milk in each designated milk cooler” (n = 5) | −14.29 | p < 0.001 *** |
Milk Strategy 4: “White milk is displayed in front of other beverages in all coolers” (n = 5) | 4.46 | 0.001 ** |
Milk Strategy 5: “1% or non-fat white milk is identified as the featured milk and is labeled with a creative, descriptive name” (n = 0) | n/a | n/a |
n/a: variable was excluded from the multiple multivariate regression analysis |
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Elnakib, S.A.; Quick, V.; Mendez, M.; Downs, S.; Wackowski, O.A.; Robson, M.G. Food Waste in Schools: A Pre-/Post-test Study Design Examining the Impact of a Food Service Training Intervention to Reduce Food Waste. Int. J. Environ. Res. Public Health 2021, 18, 6389. https://doi.org/10.3390/ijerph18126389
Elnakib SA, Quick V, Mendez M, Downs S, Wackowski OA, Robson MG. Food Waste in Schools: A Pre-/Post-test Study Design Examining the Impact of a Food Service Training Intervention to Reduce Food Waste. International Journal of Environmental Research and Public Health. 2021; 18(12):6389. https://doi.org/10.3390/ijerph18126389
Chicago/Turabian StyleElnakib, Sara A., Virginia Quick, Mariel Mendez, Shauna Downs, Olivia A. Wackowski, and Mark G. Robson. 2021. "Food Waste in Schools: A Pre-/Post-test Study Design Examining the Impact of a Food Service Training Intervention to Reduce Food Waste" International Journal of Environmental Research and Public Health 18, no. 12: 6389. https://doi.org/10.3390/ijerph18126389