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Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through

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Summary

Schools need support to implement and sustain wellness programs. Adapting programs to local needs and improving wellness policies are key for success in promoting healthy lifestyles in youth.

Keywords:
Consolidated framework for implementation research (CFIR)Implementation scienceMultiple methodsQualitativeQuantitative methodsSchool wellness

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Area of Science:

  • Public Health
  • Health Promotion
  • School Health Programs

Background:

  • School wellness programming is crucial for youth health and academic success.
  • Research is needed on effective implementation and sustainability strategies for school wellness initiatives.
  • Understanding internal and external factors influencing school capacity for wellness programs is essential.

Purpose of the Study:

  • To investigate factors influencing school capacity for implementing and sustaining wellness programming.
  • To assess the impact of the School Wellness Integration Targeting Child Health (SWITCH®) intervention on school wellness capacity.
  • To identify facilitators and barriers to the adoption of healthy lifestyle behaviors in elementary schools.

Main Methods:

  • Utilized a capacity-building process within 30 elementary school wellness teams participating in the SWITCH® intervention.
  • Collected data through standardized surveys and interviews (pre-mid-post) and analyzed organizational capacity using the School Wellness Readiness Assessment (SWRA).
  • Employed paired t-tests and one-way ANOVA to analyze quantitative data, and inductive/deductive analysis for qualitative data following the Consolidated Framework for Implementation Research (CFIR).

Main Results:

  • Found non-significant increases in school capacity and implementation of best practices over time, with consistent stakeholder engagement.
  • ANOVA revealed no significant associations between implementation groups and gains in school, class, lunchroom, or physical education capacity.
  • Qualitative data indicated that external factors (community partners) and internal factors (administration/staff relationships) facilitated programming, with planning and resource adaptation being key.
  • Schools identified school culture and wellness policy knowledge as critical for sustainability.

Conclusions:

  • Schools require flexibility to adapt wellness programs to their specific needs for successful implementation.
  • Measuring multiple implementation outcomes provides valuable insights into program effectiveness.
  • Enhanced support for developing and improving school wellness policies is necessary to ensure long-term program sustainability.