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Why MyPlate Menu Boards?
Introduction to MyPlate:
In 2011, the United States Department of Agriculture (USDA) introduced MyPlate as a modern guide to help Americans make healthier food choices. Replacing the Food Pyramid, MyPlate simplifies nutrition education by illustrating the five essential food groups: fruits, vegetables, grains, protein, and dairy. The USDA’s objectives with MyPlate include promoting balanced eating habits, increasing the consumption of fruits and vegetables, and supporting healthier school environments that foster lifelong wellness.
The Advantages of MyPlate Menu Boards in Schools:
Implementing MyPlate on menu boards in school settings offers several key benefits:
Having the entire MyPlate-style menu visible on a single screen is crucial for guiding students toward balanced meal choices. LED flashing or dry-erase menu boards provide this full view, allowing students to see all food options categorized by food groups (fruits, vegetables, grains, protein, and dairy) and receive step-by-step instructions on how to build a balanced plate. Unlike digital menu boards, which often rotate information or display it in segments, LED or dry-erase boards ensure that students have constant, complete visibility of options and instructions, fostering better understanding and adherence to the MyPlate model for healthier eating.
In Conclusion:
Integrating the MyPlate model with LED flashing or dry-erase boards can enhance students' health and educational experience by providing clear, continuous access to nutritional guidance. Consider adopting MyPlate-style visuals with these menu boards to make a meaningful impact in your school community.
In 2011, the United States Department of Agriculture (USDA) introduced MyPlate as a modern guide to help Americans make healthier food choices. Replacing the Food Pyramid, MyPlate simplifies nutrition education by illustrating the five essential food groups: fruits, vegetables, grains, protein, and dairy. The USDA’s objectives with MyPlate include promoting balanced eating habits, increasing the consumption of fruits and vegetables, and supporting healthier school environments that foster lifelong wellness.
The Advantages of MyPlate Menu Boards in Schools:
Implementing MyPlate on menu boards in school settings offers several key benefits:
- Improved Academic Performance: Access to balanced meals, as recommended by MyPlate, is associated with better cognitive function and academic achievement. For example, students who participate in school breakfast programs tend to have higher standardized test scores and improved grades, particularly in subjects like mathematics. (Read the study)
- Increased Attendance Rates: Schools offering nutritious meals have reported higher attendance rates. A study found that schools implementing universal-free school breakfast programs observed better attendance among students. (Read the study)
- Enhanced Dietary Habits: Educational programs based on MyPlate guidelines have been effective in improving students’ nutritional knowledge and promoting healthier food choices. For instance, a study involving elementary school children demonstrated that participation in a MyPlate-focused educational program led to significant improvements in nutrition knowledge and healthier food choices. (Read the study)
Having the entire MyPlate-style menu visible on a single screen is crucial for guiding students toward balanced meal choices. LED flashing or dry-erase menu boards provide this full view, allowing students to see all food options categorized by food groups (fruits, vegetables, grains, protein, and dairy) and receive step-by-step instructions on how to build a balanced plate. Unlike digital menu boards, which often rotate information or display it in segments, LED or dry-erase boards ensure that students have constant, complete visibility of options and instructions, fostering better understanding and adherence to the MyPlate model for healthier eating.
In Conclusion:
Integrating the MyPlate model with LED flashing or dry-erase boards can enhance students' health and educational experience by providing clear, continuous access to nutritional guidance. Consider adopting MyPlate-style visuals with these menu boards to make a meaningful impact in your school community.
CDC - Dietary Behaviors and Academic Grade
https://www.cdc.gov/healthyschools/health_and_academics/health_academics_dietary.htm
PrintDownload and print this page [PDF – 475 KB]
Data from the 2019 national Youth Risk Behavior Survey (YRBS) show that students with higher academic grades are more likely to engage in healthy dietary behaviors compared to students with lower grades. It is important to remember that these associations do not prove causation. School health professionals, school officials, and other decision makers can use this fact sheet to better understand the associations between healthy dietary behaviors and grades and reinforce policies and practices that support healthy eating in schools.
Key FindingsCompared to students with lower grades, students with higher grades are more likely to
Figure 1A: Dietary Behaviors, by Type of Academic Grades Earned - United States, Youth Risk Behavior Survey, 2019*
Summary
Figure 1B: Dietary Behaviors, by Type of Academic Grades Earned - United States, Youth Risk Behavior Survey, 2019*
Summary
ConclusionsThese results from the YRBS provide evidence of a significant association between academic grades and dietary behaviors. Further research is warranted to determine whether higher grades in school lead to healthy dietary behaviors, if healthy dietary behaviors lead to higher grades, or some other factors lead to these dietary behaviors.
There is a close relationship between health and education. By working together, education and health agencies, parents, and communities can ensure that students are healthy and ready to learn in school. Find out more about the connection between health and academic achievement on CDC’s Healthy Schools Health and Academics website.
About the DataThe Youth Risk Behavior Surveillance System (YRBSS) monitors priority health-risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. It is conducted every 2 years during the spring and provides data representative of 9th through 12th grade students in public and private schools throughout the nation. In 2019, students completing the YRBS were asked, “During the past 12 months, how would you describe your grades in school?” and given seven response options (Mostly A’s, Mostly B’s, Mostly C’s, Mostly D’s, Mostly F’s, None of these grades, Not sure). In 2019, 38.0% of students received mostly A’s, 37.1% received mostly B’s, 16.0% received mostly C’s, 4.6% received mostly D’s or F’s, and 4.3% reported receiving none of these grades or not sure.
Data from the 2019 national Youth Risk Behavior Survey (YRBS) show that students with higher academic grades are more likely to engage in healthy dietary behaviors compared to students with lower grades. It is important to remember that these associations do not prove causation. School health professionals, school officials, and other decision makers can use this fact sheet to better understand the associations between healthy dietary behaviors and grades and reinforce policies and practices that support healthy eating in schools.
Key FindingsCompared to students with lower grades, students with higher grades are more likely to
- Eat breakfast on all 7 days.
- Eat fruit or drink 100% fruit juice one or more times per day.
- Eat vegetables one or more times per day.
- Not drink a can, bottle, or glass of soda or pop.
Figure 1A: Dietary Behaviors, by Type of Academic Grades Earned - United States, Youth Risk Behavior Survey, 2019*
Summary
- 42% of US high school students with mostly A’s ate breakfast on all 7 days, (during the 7 days before the survey) compared to 20% of students with mostly D/F’s.
- 62% of US high school students with mostly A’s ate fruit or drank 100% fruit juices one or more times per day (during the 7 days before the survey), compared to only 54% of students with D/F’s.
- 66% of US high school students with mostly A’s ate vegetables (green salad, potatoes [excluding French fries, fried potatoes, or potato chips), carrots, or other vegetables, during the 7 days before the survey compared to only 52% of students with mostly D/F’s.
Figure 1B: Dietary Behaviors, by Type of Academic Grades Earned - United States, Youth Risk Behavior Survey, 2019*
Summary
- 30% of US high school students with mostly A’s drank one or more glasses per day of milk (during the 7 days before the survey), compared to 26% of students with mostly D/F’s.
- 41% of US high students with mostly A’s did not drink a can, bottle, or glass of soda or pop (did not drink a can, bottle, or glass of soda or pop), compared to 21% of students with mostly D/F’s.
ConclusionsThese results from the YRBS provide evidence of a significant association between academic grades and dietary behaviors. Further research is warranted to determine whether higher grades in school lead to healthy dietary behaviors, if healthy dietary behaviors lead to higher grades, or some other factors lead to these dietary behaviors.
There is a close relationship between health and education. By working together, education and health agencies, parents, and communities can ensure that students are healthy and ready to learn in school. Find out more about the connection between health and academic achievement on CDC’s Healthy Schools Health and Academics website.
About the DataThe Youth Risk Behavior Surveillance System (YRBSS) monitors priority health-risk behaviors that contribute to the leading causes of death, disability, and social problems among youth and adults in the United States. It is conducted every 2 years during the spring and provides data representative of 9th through 12th grade students in public and private schools throughout the nation. In 2019, students completing the YRBS were asked, “During the past 12 months, how would you describe your grades in school?” and given seven response options (Mostly A’s, Mostly B’s, Mostly C’s, Mostly D’s, Mostly F’s, None of these grades, Not sure). In 2019, 38.0% of students received mostly A’s, 37.1% received mostly B’s, 16.0% received mostly C’s, 4.6% received mostly D’s or F’s, and 4.3% reported receiving none of these grades or not sure.
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