(LB01-05-24) Implementers’ Views on a Middle School Civic Engagement Curriculum to Promote Positive Changes to the School Nutrition and Physical Activity Environment

Objectives: To refine the Strong Teens for Healthy Schools (STHS) program by characterizing intended program implementers’ (Cooperative Extension agents or school staff) views on the strengths and weaknesses of the curriculum. STHS is a middle school civic engagement program that promotes positive changes to the school nutrition and physical activity environment through student-driven projects. Engaging implementers in curriculum development can increase the acceptability and feasibility of STHS.

Methods: Cooperative Extension agents (n=20) and middle school staff (n=12) completed semi-structured, virtual interviews in which participants reviewed curriculum sections and provided feedback. An inductive content analysis approach was used to identify themes. Transcripts were coded using ATLAS.ti.

Results: Most participants identified as female (89%), white (75%), and were 41+9 years old. We constructed the following themes: 1) Extension agents and school staff considered the curriculum to be well-structured, informative, and clearly written allowing any implementer, regardless of experience, to deliver the curriculum; 2) Both groups viewed the variety of activities in the curriculum, chiefly those with physical activity, as engaging for students; 3) Extension agents expressed concerns that too much time was needed to implement the curriculum, while school staff liked the curriculum’s flexibility to align with time limits within lesson plans; 4) Both groups suggested adding modifications for students with special needs (e.g., physical limitations, language barriers); 5) Both groups expressed concerns regarding individualized school needs and contexts (e.g., differing technology access and rules for students).

Conclusions: Extension agents and school staff positively viewed the STHS curriculum, largely due to its perceived ease of use and potential to effectively engage students through activities. Common concerns were related to tailoring the curriculum to meet unique student and school needs and contexts. These findings reflect implementers’ values and concerns and, in addition to incorporating the findings into STHS, are transferrable for the development of other school-based health promotion curricula.

Funding Sources: National Institutes of Health, National Institute on Minority Health and Health Disparities (1R01MD018214)