PLoS ONE (Jan 2014)

School programs and characteristics and their influence on student BMI: findings from healthy passages.

  • Tracy K Richmond,
  • Marc N Elliott,
  • Luisa Franzini,
  • Ichiro Kawachi,
  • Margaret O Caughy,
  • M Janice Gilliland,
  • Courtney E Walls,
  • Frank A Franklin,
  • Richard Lowry,
  • Stephen W Banspach,
  • Mark A Schuster

DOI
https://doi.org/10.1371/journal.pone.0083254
Journal volume & issue
Vol. 9, no. 1
p. e83254

Abstract

Read online

Little is known about the contribution of school contextual factors to individual student body mass index (BMI). We set out to determine if school characteristics/resources: (1) are associated with student BMI; (2) explain racial/ethnic disparities in student BMI; and (3) explain school-level differences in student BMI.Using gender-stratified multi-level modeling strategies we examined the association of school characteristics/resources and individual BMI in 4,387 5(th) graders in the Healthy Passages Longitudinal Study of Adolescent Health. Additionally, we examined the association of race/ethnicity and individual BMI as well as the between-school variance in BMI before and after adding individual and school characteristics to test for attenuation.The school-level median household income, but not physical activity or nutrition resources, was inversely associated with female BMI (β = -0.12, CI: -0.21,-0.02). Neither school demographics nor physical activity/nutrition resources were predictive of individual BMI in males. In Black females, school characteristics attenuated the association of race/ethnicity and BMI. Individual student characteristics-not school characteristics/resources-reduced the between-school variation in BMI in males by nearly one-third and eliminated it in females.In this cohort of 5(th) graders, school SES was inversely associated with female BMI while school characteristics and resources largely explained Black/White disparities in female weight status. Between-school differences in average student weight status were largely explained by the composition of the student body not by school characteristics or programming.