Development and Formative Evaluation of the MENTOR Program for Preventing Childhood Obesity in School-Age Children


      This abstract describes the development and formative evaluation of a school-based nutrition and physical activity intervention program. The aim of the Mentoring, Education, and Nutrition Knowledge for Teachers to Reduce Obesity Risk in Children (MENTOR) program is to determine if a student-teacher focused intervention can enhance classroom nutrition and physical activity content, teacher modeling of positive health behaviors and enrich the health content in the classroom environment.


      Program development followed community-based participatory approaches and included three phases: a community needs assessment with in-service (SCTs) and pre-service teachers (PCTs), initial program development and community stakeholder interviews.


      Based on feedback from the needs assessment, a multi-modality program was developed: one in-person training session, a project website to host program curriculum and a social media extension. Community stakeholders (n=4) were asked to review the MENTOR project program content, design and format via in-depth interviews. Overall PCTs and SCTs felt the program was needed, liked the level of detail in the materials and were positive about the format.

      Conclusion and Implications

      Areas for improvement included the amount of materials needed for teachers to implement some of the lessons in the curriculum along with the amount of time required to implement lessons. This program is currently being evaluated using a pre-post intervention design model. Future directions include the extension of program curriculum and the development of a parent component.



      Supplementary data