BACKGROUND: In 2016, the United States Department of Agriculture issued a final rule to strengthen local wellness policies (LWPs).

Objective: Provide a nuanced understanding of how Supplemental Nutrition Assistance Program-Education (SNAP-Ed) implementers decide what programming a school is ready to implement and the organizational factors that facilitate the initial implementation of programming in schools.

OBJECTIVE: Evaluate the impact of a grab-and-go component embedded within a larger intervention designed to promote School Breakfast Program (SBP) participation. DESIGN: Secondary data analysis. SETTING: Rural Minnesota high schools.

Objective: To assess changes in written local wellness policies (LWPs) across time within Supplemental Nutrition Assistance Program Education (SNAP-Ed)–participating districts. Design: Sequential, explanatory mixed methods.

The school nutrition context is comprised of supportive environmental features, programs, policies, and social relationships that shape students’ healthy dietary choices and patterns.  When engaging students as change agents, advocates, and partners in making healthy nutrition choices easier

Nutrition education and policy, systems, and environmental (PSE) change interventions may be able to address food insecurity and obesity, conditions which are disproportionately experienced by African Americans.

Site-level assessment questionnaires (SLAQs) were developed to assess nutrition and physical activity practices and environments in schools and other places children spend time in order to facilitate program planning and evaluation.