Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2015 Observations and Teachers' Perceptions of the Implementation, Benefits, and Challenges of Breakfast in the Classroom Dixie Shaffer Walden University Follow this and additional works at:https://scholarworks.waldenu.edu/dissertations Part of theEducation Commons, and theHuman and Clinical Nutrition Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please [email protected]. Walden University COLLEGE OF EDUCATION This is to certify that the doctoral study by Dixie Shaffer has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Darragh Callahan, Committee Chairperson, Education Faculty Dr. Amie Beckett, Committee Member, Education Faculty Dr. Patricia Anderson, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Observations and Teachers’ Perceptions of the Implementation, Benefits, and Challenges of Breakfast in the Classroom by Dixie Shaffer MA, Edinboro University, 2009 BS, Indiana University, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2015 Abstract The federal government established nutrition assistance programs such as the School Breakfast Program and school districts have implemented Breakfast in the Classroom (BIC) to improve participation rates, yet millions of low-income children do not partake in these programs. Thus, many school districts are failing to meet the nutritional needs of the low-income population, which can have negative effects on a child’s healthy development. The purpose of this qualitative case study was to observe and explore teachers’ perspectives regarding school breakfast implementation in a small school district in the Mid-Atlantic region of the United States. Research questions examined experiences with implementation, benefits and challenges to the program, and how children’s needs are impacted based on Maslow’s hierarchy of needs, the theoretical framework for this study. Data from the research participants’ interviews, journals, and classroom observations were coded, themes were identified, and triangulation occurred to answer the research questions. Findings indicated changes need to be made with food portions, food options, food quality, the logistics of implementation, and outreach efforts. Recommendations included changing equipment, providing equal amounts of food, evaluating food options and quality, providing clean up supplies, and educating parents on BIC. Stakeholders addressing these challenges can increase support and participation rates in the program, leading to positive social change. Implications for positive social change include reduced state costs associated with hunger, decreased food insecurity for low-income families, improved behaviors in the classroom, and improved support of the physiological, safety, and socialization needs of children. Observations and Teachers’ Perceptions of the Implementation, Benefits, and Challenges of Breakfast in the Classroom by Dixie Shaffer MA, Edinboro University, 2009 BS, Indiana University, 1991 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University September 2015 Dedication This study is dedicated to all children living in food insecure households. It is my hope that the findings from this study can impact the lives of our future generation by improving BIC to better meet the nutritional needs of low-income families. Acknowledgments I would like to thank and acknowledge several individuals for their support in completing the doctoral program. First and foremost, I would like to thank Dr. Darragh Callahan for her assistance in moving through the process at an efficient rate. I truly appreciate the guidance, encouragement, and expertise she gave during every stage of the process. Dr. Callahan is a true inspiration and a model professor who I feel blessed and honored to have had for a chair. This process was an exciting, frustrating, stressful, exhilarating, and rewarding journey, and I am thankful that Dr. Callahan was a part of the process. In addition, I would like to thank Dr. Amie Beckett, my second committee member, as well as Dr. Patricia Anderson. The feedback and encouragement given during the various stages of the dissertation process were highly beneficial and appreciated. I am grateful for your assistance in helping me to create a meaningful study. I would also like to thank Dr. Swetnam for the support given to me throughout my experience at Walden. It was an honor to meet her during the residency, and I truly appreciate the encouraging words and advice given to me. Even though she was not part of my specialization, she went out of her way to answer any questions and support me throughout my journey. Her professionalism is appreciated. Dr. Share also needs to be acknowledged, as she helped to solve several problems at the beginning of my process. Although the start of my journey was quite bumpy and stressful, she worked to resolve all issues that arose and helped to decrease the anxiety I was feeling. I appreciate her ability to be professional in all situations and work to increase the level of satisfaction with the program. Furthermore, and most importantly, I would like to thank my family. Without each one of them, this journey would not have been successful. They accepted the time constraints of the program and knew I would be sitting at the kitchen table for many hours a week. They dealt with my occasional emotional outbursts, the drama, and my perfectionism. It is impossible to express how much I truly appreciate their understanding, encouragement, and support throughout the past three years. They are what a support system should be, and I love each of them unconditionally for helping my dream become a reality. Finally, I would like to thank my Walden doctoral FaceBook friends, Debi LaVine and Darla Tucker. I feel blessed to have met these two fantastic ladies during our residency and cherish our friendship. It has been a pleasure supporting each other during this process, and I look forward to continuing our conversations beyond our Walden experiences. I cannot wait until our celebration excursion together; we will always be known as the Three Muskeeters! Table of Contents Chapter 1: Introduction to the Study ....................................................................................1 Problem Statement .........................................................................................................3 Purpose of the Study ......................................................................................................5 Research Questions ........................................................................................................6 Nature of the Study ........................................................................................................7 Theoretical Framework ..................................................................................................8 Definitions....................................................................................................................10 Assumptions .................................................................................................................10 Scope and Delimitations ..............................................................................................11 Limitations of the Study...............................................................................................11 Significance of the Study .............................................................................................12 Local Application.................................................................................................. 13 Professional Application ....................................................................................... 13 Significance to Social Change .............................................................................. 13 Summary and Transition ..............................................................................................15 Chapter 2: Literature Review .............................................................................................17 Theoretical Framework ................................................................................................18 Literature Review.........................................................................................................20 History of School Food Programs................................................................................20 Food Insecurity and Hunger.........................................................................................22 Breakfast Consumption and Behavioral Outcomes .....................................................23 i Breakfast Consumption and Academic Achievement .................................................26 Breakfast Consumption and Health Outcomes ............................................................29 Challenges Associated with the SBP ...........................................................................33 Methodology ................................................................................................................37 Summary and Conclusions ..........................................................................................38 Chapter 3: Research Method ..............................................................................................40 Research Design and Rationale ...................................................................................40 Research Questions ......................................................................................................42 Context .........................................................................................................................42 Participant Selection ............................................................................................. 43 Access to Participants ........................................................................................... 44 Ethical Considerations .......................................................................................... 45 Role of the Researcher .................................................................................................46 Data Collection ............................................................................................................46 Interviews .............................................................................................................. 47 Journals ................................................................................................................. 48 Classroom Observation ......................................................................................... 50 Focus Groups ........................................................................................................ 50 Data Analysis ...............................................................................................................51 Issues of Trustworthiness .............................................................................................52 Credibility ............................................................................................................. 52 Transferability ....................................................................................................... 53 ii