Communities Putting Prevention to Work… IN SCHOOLS Division of Adolescent and School Health Communities Putting Prevention to Work Washington, DC Action

Communities Putting Prevention to Work…

IN SCHOOLS


IN SCHOOLS

Division of Adolescent and School HealthCommunities Putting Prevention to Work

Washington, DC Action InstituteJune 2, 2010



DASH MissionDASH Mission

■ To promote the health and well being of children and adolescents so they become healthy and well-functioning adults.

■ To promote the health and well being of children and adolescents so they become healthy and well-functioning adults.

2

www.cdc.gov/healthyyouthwww.cdc.gov/healthyyouth

Key MessagesKey Messages

■ Young people and schools are central to prevention

■ Health is academic

■ We know what needs to be done: MAPPS strategies for schools

■ Despite immense challenges, we have many reasons to be optimistic














Why Youth?Why Youth?

■ Health risk behaviors are established in childhood and adolescence

■ Physiological processes leading to chronic diseases begin in childhood and adolescence

■ It’s easier to prevent the adoption of health risk behaviors than to change established behaviors

■ Chronic disease health risks are already common among young people

■ Health risk behaviors are established in childhood and adolescence

■ Physiological processes leading to chronic diseases begin in childhood and adolescence

■ It’s easier to prevent the adoption of health risk behaviors than to change established behaviors

■ Chronic disease health risks are already common among young people

Consequences of Obesity in ChildrenConsequences of Obesity in Children

Freedman DS et al. JPediatr 2007;150(1):12-17

26%26% 13%13%

% of children, aged 5-17, with 1 or more risk

factors for heart disease:







Consequences of Obesity in ChildrenConsequences of Obesity in Children

26%26% 13%13%









obese

70%70%

obese

39%39%

Freedman DS et al. JPediatr 2007;150(1):12-17

Percentage of U.S. Children and Adolescents Who Were Obese, 1963-2008*

Percentage of U.S. Children and Adolescents Who Were Obese, 1963-2008*

4.6

4.2

19.6

18.7

**

*>95th percentile for BMI by age and sex based on 2000 CDC BMI-for-age growth charts. **1963-1970 data are from 1963-1965 for children 6-11 years of age and from 1966-1970 for adolescents 12-17 years of age.

CDC, National Center for Health Statistics

Ages 6-11 Ages 12-19

Percentage of High School Students Who:Percentage of High School Students Who:

■ Currently smoke cigarettes: 20%

■ Do not eat fruits and vegetables 5 or more times per day: 79%

■ Do not meet recommended levels of physical activity: 83%

■ Do not participate in 60 or more minutes of physical activity on any day: 25%

■ Currently smoke cigarettes: 20%

■ Do not eat fruits and vegetables 5 or more times per day: 79%

■ Do not meet recommended levels of physical activity: 83%

■ Do not participate in 60 or more minutes of physical activity on any day: 25%

Source: CDC, National Youth Risk Behavior Survey, 2007

Government Agencies

Family










Health is Academic Because…Health is Academic Because…

■ School health programs can help improve students’ educational outcomes


■ Helping young people stay healthy is a fundamental part of the mission of our schools


Percentage of U.S. High School Students Getting Mostly A’s, Mostly B’s, Mostly C’s and Mostly D’s

and F’s* Who Engage in Selected Health Risk Behaviors

Percentage of U.S. High School Students Getting Mostly A’s, Mostly B’s, Mostly C’s and Mostly D’s

and F’s* Who Engage in Selected Health Risk Behaviors

*As reported by students Source: Unpublished analyses of CDC, National Youth Risk Behavior Survey, 2003

29 28323937

454147

0

20

40

60

80

100

Insufficient amount of phy sical activ ity Watched telev ision ≥ 3 hours/day

Mostly As Mostly Bs Mostly Cs Mostly Ds & Fs

www.equitycampaign.org/i/a/document/12557_EquityMattersVol6_Web03082010.pdf

Critical Educationally Relevant Health Factors 1) vision

2) asthma

3) teen pregnancy

4) aggression & violence

5) ADHD

6) physical activity

7) breakfast

Critical Educationally Relevant Health Factors 1) vision

2) asthma

3) teen pregnancy

4) aggression & violence

5) ADHD

6) physical activity

7) breakfast

http://www.equitycampaign.org/i/a/document/12557_EquityMattersVol6_Web03082010.pdf

http://www.equitycampaign.org/i/a/document/12557_EquityMattersVol6_Web03082010.pdf

• Physical

activity• Breakfast

Causal Pathways• Improved cognition• Connectedness• AttendanceEducational Outcomes• Academic grades• Test scores• Graduation

http://www.cdc.gov/HealthyYouth/health_and_academics/pdf/pa-pe_paper.pdf

■ # studies analyzed: 50

■ # associations between school-based physical activity programs and academic achievement: 251

■ % associations positive: 50.5%

■ % associations negative: 1.5%

■ % with no association: 48.0%

■ # studies analyzed: 50

■ # associations between school-based physical activity programs and academic achievement: 251

■ % associations positive: 50.5%

■ % associations negative: 1.5%

■ % with no association: 48.0%

http://www.cdc.gov/HealthyYouth/health_and_academics/pdf/pa-pe_paper.pdf

■ Increasing or maintaining time for PE may help, and does not appear to adversely impact, academic performance

■ Substantial evidence that school-based physical activity can • help improve academic

achievement (including grades and standardized test scores)

• have a positive impact on cognitive skills, attitudes toward school, and academic behavior

■ Increasing or maintaining time for PE may help, and does not appear to adversely impact, academic performance

■ Substantial evidence that school-based physical activity can • help improve academic

achievement (including grades and standardized test scores)

• have a positive impact on cognitive skills, attitudes toward school, and academic behavior

Health is Academic Because…Health is Academic Because…





Pennsylvania should establish a public school that places as much emphasis on physical as on intellectual fitness because “exercise invigorates the soul as well as the body.”

- Benjamin Franklin, 1749

Pennsylvania should establish a public school that places as much emphasis on physical as on intellectual fitness because “exercise invigorates the soul as well as the body.”

- Benjamin Franklin, 1749

“In the great work of education, our physical condition, if not the first step in point of importance, is the first in order of time. On the broad and firm foundation of health alone can the loftiest and most enduring structures of the intellect be reared.”

“In the great work of education, our physical condition, if not the first step in point of importance, is the first in order of time. On the broad and firm foundation of health alone can the loftiest and most enduring structures of the intellect be reared.”

Horace Mann

“We know what the Greeks knew: that intelligence and skill can only function at the peak of their capacity when the body is healthy and strong, and that hardy spirits and tough minds usually inhabit sound bodies.”

“We know what the Greeks knew: that intelligence and skill can only function at the peak of their capacity when the body is healthy and strong, and that hardy spirits and tough minds usually inhabit sound bodies.” John F. Kennedy

http://upload.wikimedia.org/wikipedia/commons/3/3f/John_F_Kennedy.jpg

“The more we instill in our children early in life these [physical activity] habits that will last them a lifetime, the better they're going to do. And so we'll try to do what we can to expand those opportunities before school, during the school day, after school.…this is going to help a lot academically…This doesn't take away from our core mission. This is central to that core mission.”

“The more we instill in our children early in life these [physical activity] habits that will last them a lifetime, the better they're going to do. And so we'll try to do what we can to expand those opportunities before school, during the school day, after school.…this is going to help a lot academically…This doesn't take away from our core mission. This is central to that core mission.”

Arne DuncanU.S. Secretary of Education

Arne DuncanU.S. Secretary of Education

Opinions of U.S. Adults About School Health Programs

Opinions of U.S. Adults About School Health Programs

■ 65% of U.S. adults believe schools should play a major role in fighting the obesity problem1

■ 81% of parents of children in K—12 want their kids to receive daily physical education2

■ 74% of parents of adolescents said schools should spend more time or the same amount of time teaching health education as they do teaching other subjects3

■ 65% of U.S. adults believe schools should play a major role in fighting the obesity problem1

■ 81% of parents of children in K—12 want their kids to receive daily physical education2

■ 74% of parents of adolescents said schools should spend more time or the same amount of time teaching health education as they do teaching other subjects3

1. Survey by Lake Snell Perry and Associates for Harvard Univ., based on interviews with a nationally representative sample of 1,002 adults, May-June 20032. Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%)3. Gallup Organization for the American Cancer Society, national telephone survey of 1,003 parents of adolescents enrolled in U.S. public schools, 1993










MAPPS Strategies for SchoolsMAPPS Strategies for Schools

NUTRITIONNUTRITION■ Limit unhealthy food/drink

availability■ Increase access to

healthier choices■ Farm to schools

■ Limit unhealthy food/drink availability

■ Increase access to healthier choices

■ Farm to schools

PHYSICAL ACTIVITYPHYSICAL ACTIVITY■ High quality PE■ Afterschool settings■ Safe routes to school■ Community-centered schools

TOBACCO■ Tobacco-free schools

■ High quality PE■ Afterschool settings■ Safe routes to school■ Community-centered schools



NUTRITIONNUTRITION■ Limit unhealthy

food/drink availability■ Increase access to

healthier choices■ Farm to school



■ Farm to school





Greater Access to Low-Nutrient, Energy Dense Competitive Foods

at School is Associated With:

Greater Access to Low-Nutrient, Energy Dense Competitive Foods

at School is Associated With:

intake of total fat and saturated fatCullen K et al. JADA 100(12): 1482-1486; Cullen K & Thompson D. JADA 105(12): 1952-

1954

intake of fruits and vegetables

Cullen K & Zakeri I. AJPH 94(3): 463-467; Kubik M et al. AJPH 93(7): 1168-1173

intake of total fat and saturated fatCullen K et al. JADA 100(12): 1482-1486; Cullen K & Thompson D. JADA 105(12): 1952-

1954

intake of fruits and vegetables

Cullen K & Zakeri I. AJPH 94(3): 463-467; Kubik M et al. AJPH 93(7): 1168-1173

Junk Food and Sugar Sweetened Beverages Bought at School Account for, on Average,

Among Students Who Consume Them at School

Junk Food and Sugar Sweetened Beverages Bought at School Account for, on Average,

Among Students Who Consume Them at School

■ 177 calories / day (8% of total daily energy intake)■ 177 calories / day (8% of total daily energy intake)

Source: Fox MK et al. JADA 2009;109:S57-S66

■ 31,860 calories / school year (9 lbs.)■ 31,860 calories / school year (9 lbs.)

■ 382,230 calories / 12 years of school (109 lbs.)■ 382,230 calories / 12 years of school (109 lbs.)

Percentage of Schools in Which Students Could Not Purchase Soda Pop or Juice Drinks*— Median Among 34 States and Percentage in Selected States, 2006 and 2008

Percentage of Schools in Which Students Could Not Purchase Soda Pop or Juice Drinks*— Median Among 34 States and Percentage in Selected States, 2006 and 2008

% O

bese

by

Pove

rty

CDC, School Health Profiles*Not 100% Juice

38

22

60

75

93

63

0

10

20

30

40

50

60

70

80

90

100

Median, 34 States MS CT

2006 2008

■ Federally reimbursable school nutrition programs should be the main source of nutrition in schools.

■ Opportunities for competitive foods should be limited.

■ If competitive foods are available, they should consist primarily of fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products.

■ Federally reimbursable school nutrition programs should be the main source of nutrition in schools.

■ Opportunities for competitive foods should be limited.

■ If competitive foods are available, they should consist primarily of fruits, vegetables, whole grains, and fat-free or low-fat milk and milk products.

IOM Nutrition Standards for Foods in Schools: FACT SHEETS

IOM Nutrition Standards for Foods in Schools: FACT SHEETS

www.cdc.gov/HealthyYouth/nutrition/standards.htmwww.cdc.gov/HealthyYouth/nutrition/standards.htm

■ Schools can have strong nutrition standards and maintain financial stability• WV – 80% of principals reported little or no change in revenue• CT–Pilot study in 5 schools, overall increase in NSLP, no significant changes in

school finances• Making It Happen – 15/16 schools and districts reported an increase or no change

in revenue■ Careful selection and clever marketing of the healthier food and beverage choices can

minimize financial risk ■ School beverage vending contracts are not a significant source of revenue to most

schools

■ Schools can have strong nutrition standards and maintain financial stability• WV – 80% of principals reported little or no change in revenue• CT–Pilot study in 5 schools, overall increase in NSLP, no significant changes in

school finances• Making It Happen – 15/16 schools and districts reported an increase or no change

in revenue■ Careful selection and clever marketing of the healthier food and beverage choices can

minimize financial risk ■ School beverage vending contracts are not a significant source of revenue to most

schools

Financial Implications of Nutrition StandardsFinancial Implications of Nutrition Standards







■ Farm to school





■ Nutrition standards for competitive foods

■ Work with vendors to purchase healthier options

■ Safe and palatable drinking water easily accessible

■ Taste testing to select healthier options

■ Pricing and promotion strategies

■ Healthy foods and beverages in classroom parties

■ Healthy fundraising activities and student rewards

■ Nutrition standards for competitive foods

■ Work with vendors to purchase healthier options

■ Safe and palatable drinking water easily accessible

■ Taste testing to select healthier options

■ Pricing and promotion strategies

■ Healthy foods and beverages in classroom parties

■ Healthy fundraising activities and student rewards

Access to Healthier Choices in SchoolsAccess to Healthier Choices in Schools







■ Farm to school





Farm to SchoolFarm to School

■ Improved procurement practices (e.g., geographic preference in food purchasing contracts)

■ Funding to support activities

■ Training , technical assistance ,and equipment for procuring, storing, handling, and preparing fresh produce

■ Opportunities for hands-on learning opportunities

■ Improved procurement practices (e.g., geographic preference in food purchasing contracts)

■ Funding to support activities

■ Training , technical assistance ,and equipment for procuring, storing, handling, and preparing fresh produce

■ Opportunities for hands-on learning opportunities







■ Farm to school





High Quality Physical EducationHigh Quality Physical Education

■ Emphasizes knowledge and skills for a lifetime of regular physical activity

■ Is based on national standards that define what students should know and be able to do

■ Provides many different physical activity choices

■ Emphasizes knowledge and skills for a lifetime of regular physical activity

■ Is based on national standards that define what students should know and be able to do

■ Provides many different physical activity choices

High Quality Physical EducationHigh Quality Physical Education

■ Meets the needs of all students, especially those who are not athletically gifted

■ Keeps students active formost of class time

■ Is an enjoyable experience for students

■ Meets the needs of all students, especially those who are not athletically gifted

■ Keeps students active formost of class time

■ Is an enjoyable experience for students

High Quality Physical Education Requires

High Quality Physical Education Requires

■ Adequate time (150 min/week for elementary; 225 min/week for secondary)

■ Appropriately trained teachers

■ Adequate facilities and supplies

■ Reasonable class sizes

■ Adequate time (150 min/week for elementary; 225 min/week for secondary)

■ Appropriately trained teachers

■ Adequate facilities and supplies

■ Reasonable class sizes

Policies to Support High Quality PEPolicies to Support High Quality PE

■ Increase time for PE

■ Support use of PE standards and standards-based curricula

■ Have all classes taught by certified PE teachers

■ Implement student assessment for PE

■ Limits on PE class size

■ Prohibit use of physical activity to punish

■ Increase time for PE

■ Support use of PE standards and standards-based curricula

■ Have all classes taught by certified PE teachers

■ Implement student assessment for PE

■ Limits on PE class size

■ Prohibit use of physical activity to punish

Waterville Junior High School (ME)Waterville Junior High School (ME)

■ PE minutes increased from 84 to 112 per week

■ Extra minutes provided by adjusting schedule and reducing class time for a course that met as a double block course.

■ Junior High PE teachers led the charge, with support from principal, parents, students, superintendent

■ New fitness facility at HS raised awareness

■ PE minutes increased from 84 to 112 per week

■ Extra minutes provided by adjusting schedule and reducing class time for a course that met as a double block course.

■ Junior High PE teachers led the charge, with support from principal, parents, students, superintendent

■ New fitness facility at HS raised awareness

Physical Education Curriculum Selection or Development

Physical Education Curriculum Selection or Development

Self Assessment and Planning Self Assessment and Planning







■ Farm to school





Physical Activity in After School Settings Physical Activity in After School Settings

■ Effective after school PA programs feature:1-5 • Coordinated approach between schools and community

organizations• Involvement of youth in each program planning step• Parent buy-in and involvement• Safe and accessible places for physical activity participation

■ Afterschool physical activity guidelines and standards:• NC: www.eatsmartmovemorenc.com/AfterSchoolStandards/• CA: www.cde.ca.gov/ls/ba/as/documents/paguidelines.pdf

■ Effective after school PA programs feature:1-5 • Coordinated approach between schools and community

organizations• Involvement of youth in each program planning step• Parent buy-in and involvement• Safe and accessible places for physical activity participation

■ Afterschool physical activity guidelines and standards:• NC: www.eatsmartmovemorenc.com/AfterSchoolStandards/• CA: www.cde.ca.gov/ls/ba/as/documents/paguidelines.pdf

1. Romero AJ (2005). J Adolsc Health 36(3): 253-9. 2. Sallis, et al. (2001). Am J Public Health 91(4): 618-20. 3. Kelder et al. (2005). Pub HealthGomez, et al. (2004) Prev Med 39(5): 876-81. 4. Hellison D (2000). J Sci Med Sport 3(3): 238-2425. Nutr Apr;8(2):133-40.

http://www.eatsmartmovemorenc.com/AfterSchoolStandards/


http://www.cde.ca.gov/ls/ba/as/documents/paguidelines.pdf



http://www.cde.ca.gov/ls/ba/as/documents/paguidelines.pdf

Physical Activity in After School SettingsPhysical Activity in After School Settings

■ Examples of programs: • Functional Fitness 4 Kids (

www.ff4k.org) in metro D.C.

• Bicycle Club in Karnes City, TX

• Maybury Elementary in Detroit, MI

• Lauderhill Middle School, FL

■ Examples of programs: • Functional Fitness 4 Kids (

www.ff4k.org) in metro D.C.

• Bicycle Club in Karnes City, TX

• Maybury Elementary in Detroit, MI

• Lauderhill Middle School, FL

http://www.ff4k.org/

http://www.ff4k.org/







■ Farm to school





Safe Routes to SchoolsSafe Routes to SchoolsStrategy Where Description

Education Duluth, GA • Developed a 5-session bicycle safety program•Trained 450 children in grades 3-5 in bicycle safety during PE class time

Encouragement Winston-Salem, N.C. • Committee of parents organized monthly walk-to school events for students• Succeeded in attracting 200 students

Enforcement Phoenix, AZ • School crossing safety audit was developed• Equipped schools with radar-controlled cameras mounted to vans to enforce speed limit

Engineering Boulder, CO; Arlington, VA; Washington D.C

• Speed sensitive signals built near schools: if motorist is speeding, traffic light ahead turns RED

Phoenix, AZ • Installed “SCHOOL” pavement stencils on roads approaching schools







■ Farm to school





Community-Centered SchoolsCommunity-Centered Schools

■ Evaluate state-level barriers to building or renovating neighborhood schools

■ Consider full cost to community for new construction

■ Collaborate with community planners in local government and school district to reduce sprawl and encourage joint use (e.g., shared ball fields, libraries)

■ Involve public stakeholders throughout school siting decision to ensure stakeholder buy-in and build trust

■ Develop or review school siting criteria

■ Evaluate state-level barriers to building or renovating neighborhood schools

■ Consider full cost to community for new construction

■ Collaborate with community planners in local government and school district to reduce sprawl and encourage joint use (e.g., shared ball fields, libraries)

■ Involve public stakeholders throughout school siting decision to ensure stakeholder buy-in and build trust

■ Develop or review school siting criteria

Resources for Community-Centered Schools

Resources for Community-Centered Schools

■ Helping Johnny Walk to School: Policy Recommendations for Removing Barriers to Community-Centered Schools• www.preservationnation.org

■ Coming Soon! EPA School Siting Guidelines• December 2010

■ Helping Johnny Walk to School: Policy Recommendations for Removing Barriers to Community-Centered Schools• www.preservationnation.org

■ Coming Soon! EPA School Siting Guidelines• December 2010

http://www.preservationnation.org/

http://www.preservationnation.org/







■ Farm to school





A Tobacco-Free School Policy Prohibits:

A Tobacco-Free School Policy Prohibits:

■ Tobacco use on school property, in school vehicles, and at school- sponsored events (on and off school property) for students, staff, and visitors

■ Any form of tobacco advertising on school property (publications, clothing, student or staff gear, etc.) and at events off campus

■ Tobacco use on school property, in school vehicles, and at school- sponsored events (on and off school property) for students, staff, and visitors

■ Any form of tobacco advertising on school property (publications, clothing, student or staff gear, etc.) and at events off campus

Benefits of a Tobacco-Free School Policy

Benefits of a Tobacco-Free School Policy

■ Protects students and staff from exposure to secondhand smoke

■ Reduces opportunities in which students witness use of tobacco

■ Reduces students’ opportunities for personal use of tobacco

■ Sends powerful message that tobacco-use prevention is a priority

■ Provides consistent tobacco-free message between education and practice

■ Protects students and staff from exposure to secondhand smoke

■ Reduces opportunities in which students witness use of tobacco

■ Reduces students’ opportunities for personal use of tobacco

■ Sends powerful message that tobacco-use prevention is a priority

■ Provides consistent tobacco-free message between education and practice

A Tobacco-Free School PolicyProvides:

A Tobacco-Free School PolicyProvides:

• Signs and posting of tobacco policies on campus and at events off campus

■ Strong and consistent enforcement with appropriate penalties for violations

■ Faculty, staff, student , and community orientation on tobacco-free policies

• Signs and posting of tobacco policies on campus and at events off campus

■ Strong and consistent enforcement with appropriate penalties for violations

■ Faculty, staff, student , and community orientation on tobacco-free policies

Percentage of Middle and High Schools That Prohibited All Tobacco Use in All Locations* — Selected States and Median

Among 47 States, 2008

School Health Profiles, 2008

* Prohibited the use of all tobacco, including cigarettes, smokeless tobacco, cigars, and pipes; by students, faculty and school staff, and visitors; in school buildings, outside on school grounds, on school buses or other vehicles used to transport students, and at off-campus, school-sponsored events; during school hours and non-school hours










Some Reasons for PessimismSome Reasons for Pessimism

■ Resistance to change

■ Ongoing pressures for accountability based on standardized test scores

■ Budget crises

■ Aging population

■ Resistance to change

■ Ongoing pressures for accountability based on standardized test scores

■ Budget crises

■ Aging population

Some Reasons for OptimismSome Reasons for Optimism

■ Agenda for action and data systems in place

■ Growing evidence of effectiveness

■ Support from parents

■ Federal funding and national leadership

■ Support from other key sectors of society

■ Agenda for action and data systems in place

■ Growing evidence of effectiveness

■ Support from parents

■ Federal funding and national leadership

■ Support from other key sectors of society

“So the only way that we can initiate true health care reform is if we control costs. And one of the most important ways for us to control costs is to deal with the issue of prevention. Which means making sure that we have proper nutrition programs in our schools, making sure that we've got effective physical education programs for our children.”

“So the only way that we can initiate true health care reform is if we control costs. And one of the most important ways for us to control costs is to deal with the issue of prevention. Which means making sure that we have proper nutrition programs in our schools, making sure that we've got effective physical education programs for our children.”

Barack Obama

A Survey of >400 Employers

■ # 1 factor that will have the largest impact on the workplace over the next five years:

■ #1 emerging content area in terms of its importance for future graduates entering the U.S. workforce in the next five years:

A Survey of >400 Employers

■ # 1 factor that will have the largest impact on the workplace over the next five years:

■ #1 emerging content area in terms of its importance for future graduates entering the U.S. workforce in the next five years:

Rising Health Care Costs

Making Appropriate Choices Concerning Health and Wellness (76% of employer respondents rated it as “most critical”)

Each student:■ Enters school healthy and learns

about and practices a healthy lifestyle.

■ Learns in an intellectually challenging environment that is physically and emotionally safe for students and adults.

■ Is actively engaged in learning and is connected to the school and broader community.

■ Has access to personalized learning and to qualified, caring adults.

■ Is prepared for success in college or further study and for employment in a global environment.

Each student:■ Enters school healthy and learns

about and practices a healthy lifestyle.

■ Learns in an intellectually challenging environment that is physically and emotionally safe for students and adults.

■ Is actively engaged in learning and is connected to the school and broader community.

■ Has access to personalized learning and to qualified, caring adults.

■ Is prepared for success in college or further study and for employment in a global environment.

Assoc. for Supervision and Curriculum DevelopmentA New Compact to Educate the Whole Child

Assoc. for Supervision and Curriculum DevelopmentA New Compact to Educate the Whole Child

Weight Issues Plague the Military

Weight Issues Plague the Military

■ The Department of Defense estimates as many as 1/3 of military-age youth are ineligible for service because of their weight.2

■ In 2007, approximately 15,000 military recruits failed the entrance physical exam because of weight/body fat limits; this was the most common reason for medical disqualification among applicants for active duty enlisted service.3-4

■ The Department of Defense estimates as many as 1/3 of military-age youth are ineligible for service because of their weight.2

■ In 2007, approximately 15,000 military recruits failed the entrance physical exam because of weight/body fat limits; this was the most common reason for medical disqualification among applicants for active duty enlisted service.3-4

1. Mission Readiness press release , Feb 9, 2010 2.Hsu et al. J Adolesc Health. 2007 3. AMSARA Annual Report 2008. 4. Reading, Willing , and Unable to Serve, 2010.

Obesity: A National Security Threat

Obesity: A National Security Threat

“Obesity rates threaten the overall health of

America and the future strength of our military. We

must act, as we did after World War II, to ensure

that our children can one day defend our country, if

need be.”

“Obesity rates threaten the overall health of

America and the future strength of our military. We

must act, as we did after World War II, to ensure

that our children can one day defend our country, if

need be.”

Source: The Washington Post, April 30, 2010

-Retired U.S. Army Gens. John M. Shalikashvili and Hugh Shelton


IN SCHOOLS


IN SCHOOLS





Documents

Communities Putting Prevention to Work… IN SCHOOLS Division of Adolescent and School Health Communities Putting Prevention to Work Washington, DC Action