Perceptions, Practices, and Perceived Barriers Associated with School Professionals Serving the Nutritional Needs of Pre-Kindergarten Children in the Public School Setting

Objectives: The purpose of this research is to assess the perceptions, practices, and perceived barriers that school nutrition directors, school nutrition managers, and other school professionals (principals, classroom teachers, and early education directors) face when serving the nutritional needs of pre-kindergarten (Pre-K) children in the public school setting. Methods: A random proportional sample, stratified by U.S. Department of Agriculture (USDA) region and representing 700 public school districts with Pre-K programs, was selected. Questionnaires were mailed to school nutrition directors, who subsequently distributed survey packets to school professionals in their district, resulting in a total of 3,500 surveys. The questionnaire, which was based on focus group qualitative data, included questions concerning the practices, perceptions, and barriers related to serving the nutritional needs of Pre-K school children and requested information about the survey participants and their school districts. Descriptive statistics -- including means, standard deviations, and frequencies - were calculated for all statements. Factor analysis was conducted using practice statements. One-way ANOVA was conducted to see if differences existed in practice factors among the five professional groups. Results: A total of 685 (21%) school professionals responded to the questionnaire, with all five school professional groups represented. Respondents were from school districts with 10,000 or fewer students (74.8%), had one or two schools offering Pre-K programs (55.3%), had Pre-K programs with fewer than 200 students (71.4%), and served children ages three and four (65.3%). Factor analysis generated seven practice factors, and significant differences were found for four of these: encouragement, administrative support, nutritious meals and meal experiences, and communication and training. Application to Child Nutrition Professionals: The study results provide information for school nutrition directors as increasing numbers of school districts prepare to add Pre-K programs and school professionals need to be prepared to serve the unique needs of this new customer. School districts should embrace a team approach and recognize that each member has an important contribution to make toward enhancing the provision of nutritional services to Pre-K children.