(P20-111-24) Evaluation of the Design and Measured Outcomes for School-Based Nutrition Education Intervention: A Systematic Review for the Comparison Between Urban and Rural Environment

Objectives: This study evaluated the efficacy of school-based nutrition education interventions by assessing their success in achieving stated objectives. Additionally, it explored the alignment between the objectives and outcomes across studies and compared interventions implemented in urban and rural settings in the US.

Methods: A comprehensive systematic search was conducted across eight databases to identify relevant quantitative studies published from 2008 to 2023. The search focused on US-based school interventions in nutrition, specifically targeting adolescents aged 10 to 19 years (4th to 12th-grade students). The inclusion criteria for the review were established using the PICOS model to ensure the studies meeting predefined criteria were included for further evaluation. As illustrated by the PRISMA flow diagram, the review process resulted in a total of 19,531 articles, identifying 18 articles aligned with the established criteria. The 18 selected articles underwent a rigorous analysis using the GRADE system. The analysis considered critical factors including risk of bias, inconsistency, indirectness, imprecision, and potential publication bias. This systematic approach provided a robust foundation for assessing the quality and reliability of the identified studies in the subsequent stages of the systematic review.

Results: Three interventions successfully achieved their predetermined objectives. However, the attainment of outcomes did not demonstrate a significant association with factors such as intervention design, duration, theoretical framework utilization, or urban/rural location. Furthermore, objectives measured in school-based nutrition education interventions showed no discernible correlation with geographical settings.

Conclusions: Schools present accessible venues for adolescent nutrition interventions. The success of interventions may be influenced by factors such as increased participant engagement, involvement of school staff and/or caregivers, the adoption of tailored curriculums, regular communication with participants, and the incorporation of behavioral theory into intervention design. These findings underscore the importance of considering multifaceted elements in designing effective school-based nutrition education interventions for adolescents.

Funding Sources: None