The Importance of Nutrition in the Running & Reading Clubs
the need
More than 1.3 million Canadian children (nearly 1 in 5) lived in poverty prior to COVID-19, and the pandemic has only amplified this reality. These children are experiencing the harsh long-term consequences that poverty and discrimination have on physical, social-emotional and mental health and well-being. Children in racialized families are 2x more likely to live at or below the poverty line than children in non-racialized families, and census data shows exceptionally high rates for Status First Nations children (53% on reserve and 41% off reserve live in poverty).
Canadian Feed the Children reports that household food insecurity is strongly linked to poverty. 70% of households who rely on social assistance in Canada are food insecure. According to Statistics Canada, food insecurity affects 1.15 million (1 in 6) Canadian children.
Start2Finish has had the opportunity to communicate directly with the families of the children we work with in communities nationwide through check-in phone calls, email communications, and our virtual programming. These communications have exposed the significant need among these families and children, particularly in the areas of food security, mental health, physical well-being, and learning gaps.
the solution
The Running & Reading Club (“R&R Club”) increases access to physical food/after-school nutrition for equity-seeking children within participating schools and community organizations (like the Boys & Girls Clubs and the Native Canadian Centre of Toronto) in communities where there is a high concentration of children experiencing poverty/deprivation.
The program takes a whole-child approach by combining physical activity with nutrition support, Positive Education (social-emotional learning -- SEL) and literacy enhancement in order to improve the well-being of low-income/equity-seeking children and empower them for success. 3,000 children are served through the program, which operates in 65 communities nationwide 3x/week (1x in-person and 2x online).
A critical aspect of the in-person sessions is the provision of a weekly snack after participants finish running/exercising, which gives their bodies (and brains) fuel for the SEL and reading portions of the program. This snack consists of fresh food including a fruit and/or vegetable, protein/dairy, and a whole grain.
The nutrition/snack component of the program is vital. For the children we serve in economically disadvantaged and equity-seeking communities, food insecurity is a significant barrier. With the pandemic, food bank use has increased by an additional 20-50%. These children depend on the weekly snack our program provides; for some it is the only healthy nutrition they receive that evening. For many, the simple experience of tasting fresh produce is something “new” as their families’ grocery budgets do not allow for this exorbitant expense. Given the very diverse cultural populations we serve, a range of foods are presented that introduce children to new types of foods as well as cultural traditions.
Studies have shown that food has an impact on children’s ability to learn and on their academic performance. In order to prepare them for the learning portion of the program and successfully improve their literacy and social-emotional skills, healthy nutrition is vital to get their brains functioning optimally.
Volunteers in the program are trained on safe food handling, especially given the heightened health/safety concerns with COVID-19. Along with the food, we provide children with access to educational materials about proper nutrition/healthy eating and diverse food choices. Where possible, we work with the schools/local volunteers to select and purchase healthy foods that are relevant to participant’s own cultures but that encourage them to try new options.
The full activities of the Running & Reading Club include:
IN-PERSON SESSIONS: The in-person component will resume in January 2022 and will operate 1x/week after-school (40-50 kids/location) throughout the school year directly within low-income schools and community organizations (i.e. Boys & Girls Clubs, local friendship centres). The sessions will include running/active games, a nutrition break, a “Word of the Day” Positive Education social-emotional learning (SEL) segment, and reading support one-on-one and in small groups with volunteer “coach” mentors. All activities will be conducted in line with government, school board and Start2Finish COVID-19 protocols.
ONLINE SESSIONS: The online component is launching this November (piloted in 2020-2021) and will operate 2x/week in small virtual “hubs” (10-15 kids each). Trained volunteer mentors will facilitate the Positive Education curriculum we’ve developed (building agencies like resilience, self-regulation, motivation, positivity, self-esteem, self-efficacy, etc.), as well as virtual fitness/aerobic and literacy activities.
The Running & Reading Club is a whole-child well-being intervention/prevention program based on the work of renowned researchers Dr. John Cairney, founder of the INfant and Child Health (INCH) Labs at both McMaster University and University of Toronto and member of our Start2Finish Scientific Advisory Group, and Dr. Martin Seligman, the “father of positive psychology”.
Dr. Cairney’s research looks at mental health problems, especially among children, and has shown that exercise reduces the “stressors” on the brain that equity-seeking youth experience, helping them focus, understand/retain information, improve cognition/executive functioning, develop physical literacy, and build social-emotional skills (http://thompsonbooks.com/kto12/h/huddle/pl-and-the-brain/). During the COVID-19 pandemic, studies have shown that only 3% of children are meeting the recommended level of daily physical activity/movement.
Dr. Seligman is known for his work in classifying the Character Strengths/Virtues and creating the “PERMA Model” (Positive Emotion/Positivity, Engagement, positive Relationships, Meaning, Accomplishment/Achievement). Positive Education has been incorporated into schools/classrooms around the world to promote whole-child/whole-school well-being and equip children with character strengths to flourish now and in the future. During the pandemic, pediatricians have reported a deterioration of mental health and a tripling of anxiety, nightmares and post-traumatic stress (PTSD) symptoms among youth. In light of this, we have enhanced our program curriculum to include a Positive Education (social-emotional learning) component, which we’ve embedded into both the in-person and virtual sessions.
the outcomes
To learn well, children need to eat well. Nutrition plays a key role in the healthy development of our children, empowering them to be healthy learners so they can reach their potential within the classroom and in life.
By preparing children’s bodies and brains for learning, the provision of weekly nutrition helps enhance the other projected Running & Reading Club program outcomes:
POSITIVE EDUCATION (SOCIAL-EMOTIONAL LEARNING) – The R&R Club utilizes the Positive Education PERMA-V model (Positivity, Engagement, Relationships, Meaning, Accomplishment, Vitality) to build vital character agencies within children (resilience, self-regulation, motivation, self-efficacy, purpose, etc.), as well as executive functioning skills (focus, memory, inhibition, etc.) that contribute to mental well-being and academic success. Without a healthy snack first, children will not be able to focus on managing their emotions and developing these character skills.
INTERACTION/ENHANCED RELATIONSHIPS – Many children from equity-seeking communities struggle with social interaction and feel unaccepted, leading to low self-esteem and decreased mental well-being. Sitting down to share a snack together with volunteer mentors and peers promotes a sense of family and community. Youth who are mentored are more than 2x as likely to report a strong sense of belonging to their local community, and 2x as likely to pursue higher education.
READING IMPROVEMENT – Studies show a causal relationship between educational failure and the process of social exclusion, BUT it can be reversed. Evidence suggests encouraging reading for pleasure can help deal with mental illness (“bibliotherapy”), reduce stress, improve the ability to empathize, build up the brain, and contribute to raising educational standards and combating exclusion. Fueling children’s physical bodies within the program also fuels their brains for the reading time.
PHYSICAL ACTIVITY – Research shows exercise reduces “stressors” on the brain and releases “feel good” endorphins, which can help children combat depression and behavioral disorders, build confidence, manage anxiety, and increase self-esteem and cognitive skills. Post-activity nutrition re-energizes children and helps focus their minds for learning. It has been said that exercise and nutrition “go together like peanut butter and jelly”; both are critical for children’s health.
The in-person Running & Reading Club program has been operating in communities nationwide for 17 years. Our past program results have shown 85% of participants achieve grade level literacy and/or increase by at least 1-2+ levels, there is a 50-60% increase in vigorous physical activity, and over 80% of children show development/improvement in social-emotional skills/mental health agencies. All of these outcomes are supported by the nutrition children receive.