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Understanding System-Level Intervention Points to Support School Food and Nutrition Policy Implementation in Nova Scotia, Canada

Author

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  • Jessie-Lee D. McIsaac

    (Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, NS B3H 4R2, Canada
    Faculty of Education, Mount Saint Vincent University, 166 Bedford Highway, Halifax, NS B3M 2J6, Canada)

  • Rebecca Spencer

    (Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, NS B3H 4R2, Canada)

  • Melissa Stewart

    (Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, NS B3H 4R2, Canada)

  • Tarra Penney

    (MRC Epidemiology Unit/CEDAR, University of Cambridge, Cambridge CB2 1TN, UK)

  • Sara Brushett

    (Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, NS B3H 4R2, Canada)

  • Sara F.L. Kirk

    (Healthy Populations Institute, Dalhousie University, PO Box 15000, Halifax, NS B3H 4R2, Canada
    School of Health and Human Performance, Faculty of Health, Dalhousie University, Halifax, NS B3H 4R2, Canada)

Abstract

Supporting the implementation of school food and nutrition policies (SFNPs) is an international priority to encourage healthier eating among children and youth. Such policies can improve equitable access, resources, and supports for healthy eating. However, despite the potential impact of SFNPs, several implementation barriers have been reported. This study sought to examine the system-level intervention points within a school food system using a complex systems framework. We conducted semi-structured interviews with various stakeholders working to influence the school food system in Nova Scotia, Canada. We sought to understand their roles and experiences with the SFNP by applying the Intervention Level Framework (ILF), a novel, solutions-oriented approach to better understand how complex systems function. Participants (n = 33) included teachers, parents, cafeteria workers, public health staff and non-profit organizations. Interview transcripts were first coded, then themed and finally analyzed using the ILF, resulting in three intervention points within the school food system. These were defined as: (1) Actors and Elements, (2) System Regulation and Interconnections and (3) Purpose and Values. We concluded that understanding the interactions between these system levels and stakeholder roles can help to inform the development of relevant policy strategies that better support healthier school food environments in this jurisdiction.

Suggested Citation

  • Jessie-Lee D. McIsaac & Rebecca Spencer & Melissa Stewart & Tarra Penney & Sara Brushett & Sara F.L. Kirk, 2019. "Understanding System-Level Intervention Points to Support School Food and Nutrition Policy Implementation in Nova Scotia, Canada," IJERPH, MDPI, vol. 16(5), pages 1-16, February.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:5:p:712-:d:209596
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    References listed on IDEAS

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    1. Johnston, L.M. & Matteson, C.L. & Finegood, D.T., 2014. "Systems science and obesity policy: A novel framework for analyzing and rethinking population-level planning," American Journal of Public Health, American Public Health Association, vol. 104(7), pages 1270-1278.
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    Cited by:

    1. Brittany Chote & Pippa McKelvie-Sebileau & Boyd Swinburn & David Tipene-Leach & Erica D’Souza, 2022. "Culture of Healthy Eating and Food Environments, Policies, and Practices in Regional New Zealand Schools," IJERPH, MDPI, vol. 19(11), pages 1-12, May.
    2. Tanita Northcott & Mark Lawrence & Christine Parker & Phillip Baker, 2023. "Ecological regulation for healthy and sustainable food systems: responding to the global rise of ultra-processed foods," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 40(3), pages 1333-1358, September.

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