Hunger In Our Schools: Share Our Strength’s Teachers...

Hunger In Our Schools: Share Our Strength’s Teachers ReportSecond Annual Survey Among K-8 Public School Teachers NationwideSecond Annual Survey Among K 8 Public School Teachers Nationwide

FUNDED BY

www.strength.org/teachers

• Survey Methodology

• Summary

• Child Hunger: Overview

• Hunger in the Classroom & Addressing Hunger in Classroomg g g

• School Food Programs

• Closer Examination of Views of School Breakfast and In-Classroom Breakfast

T ki Child H• Taking on Child Hunger

• Teacher, Classroom, & School Demographics

2 Hunger In Our Schools: Share Our Strength’s Teachers Report

Survey Methodologyy gyLake Research Partners designed and administered this survey, which was conducted online. The survey reached a total of 638 K-8 public school teachers nationwide. The survey was conducted September 20 through October 3, 2010.

Teacher email addresses were drawn from a list provided by MDR, who gathers the information for their teacher panel from several sources, including the US Department of Education and state departments of education. Data have been weighted slightly by age, school type, grade taught, region, and urbanicity, in g g y y g yp g g g yorder to match this population. The margin of error for the survey is +/- 4.0%.

In interpreting survey results, all sample surveys are subject to possible sampling error; that is, the results of a survey may differ from those that would be obtained if the entire population were interviewed The size of the sampling error depends the entire population were interviewed. The size of the sampling error depends upon both the total number of respondents in the survey and the percentage distribution of responses to a particular question.


Strategic Summaryg y• Hunger in the classroom—that is, students regularly coming to school hungry because there is not enough to eat at

home—remains a problem. K-8 teachers nationwide report seeing child hunger as a problem manifesting itself in their classrooms, and showing no sign of receding.

• Addressing child hunger is a priority for K-8 teachers. They believe schools and the education community have a role to play in addressing child hunger and they want to see it made a priority on both the local and national role to play in addressing child hunger, and they want to see it made a priority on both the local and national levels.

• While few teachers have heard of Share Our Strength’s “No Kid Hungry” campaign yet, once they learn about the campaign and its goals, a strong majority are willing to sign the pledge and join in the campaign. Teachers strongly believe there could be significant impacts on education if communities focused on addressing child hunger.

• From the perspective of teachers, hunger in the classroom is ongoing and frequent. Nearly two-thirds of K-8 teachers say that children in their classrooms regularly come to school hungry because they are not getting enough to eat at home, and over eight in ten see this happening frequently. In terms of magnitude, this means that for nearly half of K-8 teachers, one quarter or more of their students come to school hungry on a weekly basis. Hunger among students is seen as a more prevalent and serious problem among teachers in rural and urban areas.

• Teachers are among the first line of defense for students who regularly come to school hungry Teachers report • Teachers are among the first line of defense for students who regularly come to school hungry. Teachers report taking action in a variety of ways to address the hunger they see in their classrooms, most commonly by helping students sign up for free or reduced price school meals and through purchasing food for their classrooms (and spending an average of $25 a month on this), and by referring students and parents to resources in the school.


Strategic Summaryg y• A large proportion of students rely on school meals. Two-thirds of teachers say most or a lot of their students rely on school

meals as their primary source of nutrition. This reliance is widespread across urban, suburban, and rural areas, but reliance is particularly strong in urban and rural areas.

• While more traditional school lunch and school breakfast programs are available at most schools, teachers report that other wrap around programs are more limited including programs such as afterschool snacks the weekend backpack program wrap-around programs are more limited, including programs such as afterschool snacks, the weekend backpack program, summer meals, fresh fruit and vegetable programs, and in-classroom and universal school breakfast programs. There is strong support and interest among teachers for their schools to participate in afterschool snack or meal programs and in the summer meals program.

• Breakfast has significant importance to teachers, and they nearly unanimously believe there is a strong connection between eating a healthy breakfast and a student’s ability to concentrate, behave, and perform academically.g y y p y

• From the perspective of teachers, only half of students who qualify are enrolled in free and reduced price breakfasts. Much of this, teachers believe, is not because the enrollment process is difficult (in fact teachers say it is quite easy), nor is it stigma, but logistics of transportation, lack of awareness about the program, and students not showing up on time to eat the breakfast provided.

O t ti l l ti t thi i b kf t i i l b kf t hi h i d t ll t d t t th • One potential solution to this gap in breakfast coverage is in-classroom breakfast, which is served to all students at the beginning of the school day. Teachers with experience with this program have solidly positive views of it. Among all teachers, however, views are more mixed. A small majority would support having the program in their school, but a segment of teachers would oppose this. Their primary concerns revolve around a mixture of the practical—the mess, cutting into instructional time in a schedule where there is already not enough time to cover the material—and the emotional—with some teachers feeling it should not be the role or responsibility of the educator to serve, oversee, and clean up breakfast.


Key Findings: Teacher Perspectives on H i th Cl Hunger in the Classroom

• When K-8 public school teachers consider a list of problems they face in the classroom, they rate discipline as the top problem(83 percent), with student hunger falling among the second tier of problems (40 percent), alongside lack of supplies (42 percent).― Hunger in the classroom is an even bigger problem for teachers in 2010 than the Share Our Strength teacher survey

measured in 2009 (35 percent in 2009 named it as a problem; 40 percent 2010).― Over four in ten (44 percent) teachers at schools where 16 percent or more of students live under 100 percent of the

Federal Poverty Level (FPL) say that hunger is a problem in their classroom. This is slightly lower among teachers in schoolswith lower poverty rates (37 percent of teachers with zero to 15.9 percent of student poverty under 100 percent FPL).

― Over four in ten teachers in urban (41 percent) and rural (46 percent) schools say hunger is a problem, compared to 35%of suburban teachers.

• Similar to 2009, four in ten teachers say that children coming to school hungry because they have not had enough to eat at homeis a serious problem at their school (43 percent rate the problem between 6 and 10 on a scale where ten means it is a veryserious problem and zero means not a problem at all; 44 percent rated it 6-10 in 2009).― Middle school teachers are especially likely to say this is a serious problem (50 percent saying 6-10, compared to 41

percent of elementary school teachers).― Nearly half of urban (48 percent) and rural (48 percent) teachers believe this is a serious problem (rate it 6-10), compared

to four in ten suburban teachers (36 percent).

• Very few teachers say the problem of children coming to school hungry has decreased. Instead, over six in ten teachers (63percent) say the problem of children coming to school hungry has increased in the past year (19 percent a lot; 44 percent alittle), and another three in ten say it has stayed about the same. Very few, only four percent, say the problem seems to bedecreasing.― Compared to 2009, K- 8 teachers are less likely to report seeing increases in child hunger (77 percent report increase in

2009) but the drop is largely among those who see the problem increasing a little (55 percent a little in 2009; 21 percent a


) p g y g p g ( p ; plot; 2 percent decreasing).


• Around two-thirds of teachers (65 percent) say there are children in their classrooms who regularly come to school hungry because they are not getting enough to eat at home (64 percent of elementary school teachers; 69 percent of middle school teachers).― Among middle school students, there is a slight increase—of six percentage points—in teachers seeing

students regularly coming to school hungry (63 percent in 2009 up to 69 percent in 2010) This remains students regularly coming to school hungry (63 percent in 2009, up to 69 percent in 2010). This remains steady among elementary school teachers (62 percent in 2009; 64 percent in 2010).

― Hunger is more prevalent in schools where 16 percent or more of the student body is living in poverty: seven in ten teachers in these schools (71 percent) report children in their classes regularly come to school hungry because they are not getting enough to eat at home (compared to 59 percent of teachers where less than 16 percent of the student body is 100 percent FPL).

― Child hunger is also more prevalent in rural and urban areas: Nearly three-quarters of teachers in rural areas (73 percent) and two-thirds in urban areas (66 percent) say there are students in their classes who regularly come to school hungry (compared to 57 percent of suburban teachers).

• For nearly half (46 percent) of K-8 public school teachers overall, 25 percent or more of their students come to h l h kl b i (29 t 25 50 t f t d t t h l h 17 t 50 school hungry on a weekly basis (29 percent: 25-50 percent of students come to school hungry; 17 percent: 50

percent). ― Nearly half (47 percent) of elementary school teachers and four in ten (41 percent) middle school

teachers see one quarter or more of their students coming to school hungry every week.― Teachers in urban (48 percent) and rural (49 percent) schools are more likely than their suburban

counterparts (40 percent) to see one quarter or more of their students coming to school hungry every


counterparts (40 percent) to see one quarter or more of their students coming to school hungry every week.


• Over eight in ten K-8 public school teachers (86 percent) say they frequently see children coming to school hungry, with four in ten (40 percent) saying this happens more than three times a week in their classrooms. This year, there is a slight increase in the number of teachers who see students frequently coming to school hungry more than three times per week (up to 40 percent from 34 percent in 2009).― Teachers more likely report children frequently coming to school hungry are: elementary school

teachers (41 percent report seeing this more than three times per week, compared to 36 percent of middle school teachers); rural (45 percent) teachers (compared to 37 percent of urban and 36 percent of suburban teachers); and schools with 16 percent or more of the student body under 100 percent FPL (43 percent).

• Teachers attribute students coming to school hungry to the following reasons:― Unstable home environment (72 percent);― Parents or caregivers not having enough money to buy food (55 percent);― Parents or caregivers working or not around to prepare food for children (50 percent and this is ― Parents or caregivers working or not around to prepare food for children (50 percent, and this is

a particularly big problem seen by middle school teachers: 57 percent); and― Not having any food at home (45 percent).


Key Findings: How Teachers Address H i th ClHunger in the Classroom

• Teachers report taking a variety of actions to address the hunger they see in their classrooms. The primary actions teachers report taking to help students who come to school hungry because they are not getting enough to eat at home include:― Helping students sign up for free or reduced price school lunches (74 percent)

i f d f th l ith th i (6 t)― Buying food for the classroom with their own money (61 percent)― Referring students and families to resources in the school (49 percent); and to resources outside

the school (27 percent);― Providing healthier food options in the classroom (26 percent); asking other parents to send in

food for the classroom (15 percent); and― Talking directly with the parents about the situation (19 percent).

― Elementary school teachers are more likely middle school teachers to engage in any of these actions.

• Over four in ten elementary school teachers (44 percent) and three in ten middle school teachers (31 t) t th t t l t f ti th th h f d f t d t i th l percent) report that at least a few times a month, they purchase food for students in the classroom

who are not getting enough to eat at home. From 2009, there is an eight percentage point decrease in teachers reporting that they frequently buy food for their students (49 percent of K-8 teachers in 2009, 41 percent in 2010).

• On average teachers report spending around $2 5 a month on this food


On average teachers report spending around $2 5 a month on this food.

Key Findings: School Food Program P ti i ti d E ll tParticipation and Enrollment

• Nearly two thirds of K-8 public school teachers (65 percent) say that most (21 percent) or a lot (45 percent) of their students rely • Nearly two thirds of K-8 public school teachers (65 percent) say that most (21 percent) or a lot (45 percent) of their students rely on school meals as their primary source of nutrition.

• This reliance is widespread across urban, suburban, and rural areas, but reliance is particularly strong in urban (72 percentsaying most or a lot of their students) and rural areas (62 percent), compared to teachers in suburban areas (55 percent).

• The most common food programs in which teachers report their schools participating include school lunch (94 percent say they participate) and school breakfast (82 percent), followed by the summer food program (24 percent), afterschool snack program p p ) ( p ) y p g ( p ) p g(23 percent), weekend backpack program (18 percent), and the fresh fruit and vegetable program (14 percent), in-classroom breakfast program (9 percent) and universal school breakfast programs (6 percent).

• In 2010, more teachers report their school participating in the weekend backpack program than in 2009 (up to 18 percent from 11 percent), with the biggest increases among those who teach grades K-3, teach in schools with enrollments over 400 students, and live in rural areas and in the South.

• Elementary school teachers are more likely than their middle school counterparts to report having in-classroom breakfast Elementary school teachers are more likely than their middle school counterparts to report having in classroom breakfast programs (11 percent elementary; 5 percent middle school teachers) and fresh fruit and vegetable program (16 percent elementary; 6 percent middle school).

• Teachers in urban and rural schools are more likely to report their schools offer the summer food program (30 percent urban; 27 percent rural; 15 percent suburban) and afterschool snack program (29 percent urban; 24 percent rural; 17 percent suburban).

• A majority of K-8 teachers (56 percent) say their schools provide free breakfast and snacks on testing days. Teachers at schools where 16 percent or more of the students are under 100 percent of FPL are much more likely to report free snacks and breakfast on test days (62 percent) than are wealthier student-body schools (48 percent).

• Teachers do not think it is difficult for students to enroll in school food programs. Over eight in ten (83 percent) say the process for enrolling students in free or reduced meals is easy, with over four in ten saying it is very easy (42 percent very easy; 41

t h t ) F th t i t h t i it diffi lt (11 t h t h d 1 t h d)

1 0 Hunger In Our Schools: Share Our Strength’s Teachers Report

percent somewhat easy). Fewer than two in ten characterize it as difficult (11 percent somewhat hard; 1 percent very hard).

Key Findings: Nutrition of School M lMeals

• The importance of nutrition in school meals is not lost on teachers. There is nearly unanimous agreement among teachers that nutritious school meals can lead to healthier students and less obesity in schools (92 percent agree; 75 percent strongly).― Intensity is high across grade ranges, but it is especially high among those who teach grades K-

3 (75 percent strongly agree) and 4 6 (78 percent) and somewhat lower among grades 7 8 (67 3 (75 percent strongly agree) and 4-6 (78 percent), and somewhat lower among grades 7-8 (67 percent).


Key Findings: Attitudes toward SchoolB kf tBreakfast

• The overall importance of breakfast and its role in student success and academic achievement is evident among K-8 public school teachers.

― Nearly all K-8 public school teachers believe that breakfast is extremely or very important to student academic achievement (96 percent), with three-quarters saying breakfast is of extreme importance to academic success (76 percent) Elementary school teachers are considerably more likely than middle academic success (76 percent). Elementary school teachers are considerably more likely than middle school teachers to say breakfast is extremely important (80 percent of elementary school teachers; 63 percent of middle school teachers), though 97 percent and 94 percent, respectively, say breakfast is highly important to academic success (extremely and very important).

― Teachers are also nearly unanimous in their strong agreement with the statement that, “students who eat breakfast everyday are better able to concentrate and learn throughout the day” (99 percent eat breakfast everyday are better able to concentrate and learn throughout the day (99 percent agree; 94 percent strongly agree). Agreement is strong across elementary school (95 percent strongly agree) and middle school (94 percent) teachers.

― Additionally, over eight in ten teachers strongly agree that, “there is a strong connection between a healthy breakfast and a child’s ability to succeed in the classroom” (95 percent agree; 85 percent strongly agree) Intensity is somewhat lower for elementary (85 percent) and middle school teachers strongly agree). Intensity is somewhat lower, for elementary (85 percent) and middle school teachers (84 percent) alike than the strong reactions to the statement that eating breakfast everyday helps students concentrate and learn better throughout the day, rather than a direct connection to outright student success.


Key Findings: Attitudes toward S h l B kf tSchool Breakfast

• When it comes to students accessing school breakfast, around half of teachers (55 percent) think that all of the students who qualify for free or reduced price breakfast program are actually enrolled in the program currently. Another one in ten express uncertainty.― Elementary school and middle school teachers have disparate observations on this measure. Six in ten

elementary school teachers think that all of the students who qualify are enrolled in free or reduced price school breakfast (60 percent) while only 37 percent of middle school teachers think this is the price school breakfast (60 percent), while only 37 percent of middle school teachers think this is the case.

― Additionally, urban teachers are much more likely to believe that all of the students who qualify are enrolled in free or reduced price breakfast. Two-thirds of urban teachers think this is the case, compared to 55 percent of rural teacher and less than half (44 percent) of suburban teachers.

• When teachers consider potential barriers that keep students from enrolling in free or reduced price school breakfast, teachers K-8 most commonly cite logistical barriers. ― The top barriers teachers cite are that parents fail to sign their children up (46 percent) and parents’

failure to get their children to school early enough for the meal (39 percent). Also recognized as barriers, but seen as less formidable ones are: buses being late (22 percent), stigma among parents (21 percent) and children (17 percent) lack of awareness of the program (20 percent) and taste of the food (21 and children (17 percent), lack of awareness of the program (20 percent), and taste of the food (21 percent).

― Elementary school teachers are more likely to say parents not getting children to school early enough is one of the top barriers (42 percent; 29 percent among middle school students).

― Stigma among parents (29 percent) and stigma among kids (37 percent) are seen as a bigger barriers by middle school teachers than elementary school teachers (19 percent and 12 percent, respectively).


Key Findings: Specific Attitudes toward th I Cl B kf t Pthe In-Classroom Breakfast Program

• Over eight in ten teachers report that their schools have a traditional school breakfast program available at • Over eight in ten teachers report that their schools have a traditional school breakfast program available at their school (82 percent). Far fewer—less than one in ten—report having a universal school breakfast program (6 percent) or an in-classroom breakfast program (9 percent).

• Among the two in ten elementary school teachers (22 percent) and the 12 percent of middle school teachers who say they have at some point taught in a school with an in-classroom breakfast program, reactions are y y p g p gvery positive.― Seven in ten teachers say their experience with the program was positive and 24 percent say it was

negative. Elementary school teachers are much more likely to report having had a positive experience (72 percent) than do middle school teachers (59 percent positive).

• Among all teachers—those with and without experience with the in-classroom breakfast program—a small majority favor the program (53 percent; 27 percent strongly), while four in ten oppose the program (39 percent; 22 percent strongly). ― Looking at subgroups, a majority of elementary school teachers (55 percent) and nearly half of middle

school teachers (47 percent) say they are in favor of their school having an in-classroom breakfast program. Specifically, opposition is highest among those teaching grades 7 and 8 (48 percent oppose; p og a . Spec ca y, oppos o s g es a o g ose eac g g ades 7 a d 8 ( 8 pe ce oppose; 45 percent favor).

― The in-classroom breakfast program is especially popular among urban teachers (58 percent favor; 29 percent strongly) and rural teachers (52 percent favor; 30 percent strongly), compared to suburban teachers (50 percent favor; 23 percent strongly).


Key Findings: Specific Attitudes toward th I Cl B kf t Pthe In-Classroom Breakfast Program

• Among teachers who have worked or currently work in a school with the in-classroom breakfast program, nearly three-quarters of elementary school teachers (73 percent; 45 percent strongly) and eight in ten middle school teachers (80 percent; 52 percent strongly) support the program. Intense support is stronger among middle school teachers.

1 5 Hunger In Our Schools: Share Our Strength’s Teachers Report 15

Key Findings: Interest and Support f F S M l Pfor Free Summer Meals Programs

• Three in ten K 8 public school teachers report their schools currently participate in the summer meals • Three in ten K-8 public school teachers report their schools currently participate in the summer meals program that provides free meals to children during the summer months (30 percent), and over seven in ten believe their school should be participating (72 percent; 50 percent strongly). ― Reported participation in the free summer meals program is slightly higher among middle

school teachers (34 percent of middle school teachers; 29 percent elementary).It follows that interest in participating is higher among elementary school teachers Seven in ten ― It follows that interest in participating is higher among elementary school teachers. Seven in ten (73 percent; 52 percent strongly) elementary school teachers and 68 percent of middle school teachers believe that their school (44 percent strongly) should be participating in the program.

― Among teachers who say their school is already participating in the free summer meals program, there is nearly unanimous agreement with the school’s participation (97 percent agree; 81 percent strongly) though intensity is higher among elementary school teachers (85 agree; 81 percent strongly), though intensity is higher among elementary school teachers (85 percent strongly agree) than among middle school teachers (69 percent). In addition, enthusiasm among teachers whose schools participate in the program is especially high among: teachers who work in schools with less than 16 percent of the student body living in poverty and teachers who live in rural areas and the South.

• When teachers answer an open-ended question that asks them to imagine what happens during the summer months to students who do not have access to the free summer meals program, around four in ten volunteer on their own that students would go hungry or have less to eat (39 percent). Around two in ten imagine the children would eat far less healthy meals (19 percent) and 12 percent volunteer the children would have to rely on assistance from other people, or eat food at friends’


y p p ,houses.

Key Findings: Interest and Support for Aft h l S k M l PAfterschool Snack or Meal Programs

• Trends are similar, though interest is slightly less robust around reactions to participation in afterschool snack or meal program. Two in ten teachers report their school participates in such a program (20 percent of elementary school teachers; 29 percent middle school). Despite its narrow reach currently, two-thirds agree that their school should be participating in the program (67 percent

) i i i f f ( iagree), though intensity is lower than for free summer meals (37 percent strongly agree with afterschool; 50 percent summer meals).

• Elementary (67 percent; 36 percent strongly) and middle school teachers (64 percent; 39 percent strongly) demonstrate similar levels of support for the program.

• Teachers whose schools already participate demonstrate strong levels of enthusiasm about the program, with strong support higher among elementary school teachers (74 percent) than middle school teachers (63 percent).


Key Findings: Taking on Childhood HHunger

• K-8 public school teachers put a high priority on school systems addressing child hunger.― At least three-quarters of elementary (76 percent) and middle school teachers (78 percent) say that the

school system in their area should make addressing child hunger a top, one of the top, or a high priority.― Over eight in ten elementary school teachers(88 percent) and three-quarters of middle school teachers

say addressing child hunger should be a high priority for school systems nationwide. A hi t h l hi h i it h l t ti id d i th i ― Across geographies, teachers place high priority on school systems nationwide and in their area addressing the problem, but urban (74 percent) and rural teachers (86 percent) place especially high priority on their local school systems addressing the problem (69 percent of suburban teachers).

― From 2009 to 2010, the desire for seeing school systems on the local level(76 percent 2010; 82 percent 2009) and national level (85 percent 2010; 89 percent 2009) address this problem remains strong.

• There is very strong and broad agreement among teachers that schools and the education community have a role to play in addressing child hunger.― Over eight in ten strongly agree schools “can serve as a food safety net for children who do not get

regular meals at home” (83 percent strongly agree; 99 percent agree). ― Agreement is broad, but less intense that, “schools can prevent hunger for children who do not get

regular meals at home” (49 percent strongly agree; 88 percent agree).― Additionally, over nine in ten teachers agree that we could make significant impacts on education if

communities focused on addressing child hunger, with over half strongly agreeing with this statement (91 percent agree; 53 percent strongly agree).


Child Hunger: Overview

K 8 t h ti id hild h bl th tK-8 teachers nationwide see child hunger as a problem that manifests itself in their classrooms and shows no signs of receding.

19

Hunger In Our Schools: Share Our Strength’s Teachers Report

When teachers consider problems in the classroom, they rate discipline as the top problem, while student hunger falls into a second tier though 40 percent still see it as a problem. g p pTeachers are even more likely see hunger in the classroom as a problem in 2010 than in 2009.

Which of the following would you say is a problem in schools today? (Check all that apply)Problems in Schools Today

84%83%Lack of discipline/focus of students

60%

40%

42%

i h l

Lack of supplies20102009

44%

35%

32%

40%

Inadequate technological resources

Hunger in the classroom

F i t l t h l

30%

34%

22%

27%

Drugs and gangs

Poor leadershipFour in ten elementary school teachers (40%) and middle school teachers (41%) see hunger as a problem in their classrooms.


30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Over four in ten teachers at schools where 16% or more of students are under the poverty level say p y yhunger is a problem in their classrooms.

Which of the following would you say is a problem in schools today? Hunger in the classroom (Check

% Saying Hunger in the Classroom is a Problem

60%

70%

g y y p y g (all that apply)

53%

43%

36% 37%

44%

40%

50%

60%

10%

20%

30%

0%200-399 Students 400-499 Students 500-999 Students 0-15.9% Students

Under 100% FPL16% or more ofStudents Under

100% FPL

Enrollment Range Percentage of Students under 100% FPL


Four in ten of all K- 8 teachers say that children coming to school hungry because they have not had enough to eat at home is a serious problem at their school. pMiddle school teachers are especially likely to see this as a problem.

On a scale of 0 to 10, where 0 means it is not a problem at all and 10 means it is a very serious problem, how serious of a problem would you say children coming to school hungry because they are not getting enough to eat at home is at your school?

Seriousness of Children Coming to School Hungry 43%

43% 12% 26% 13% 4%Total (Mean: 4.9)

41%

43%

35%

46%

14%

12%

34%

23%

11%

14%

5%

4%

Middle School (5.4)

Elementary School (4.8)

50%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

0-4 5 6-7 8-9 10


These numbers are similar to what t h t d i 2009teachers reported in 2009

On a scale of 0 to 10, where 0 means it is not a problem at all and 10 means it is a very serious problem, how serious of a problem would you say children coming to school hungry because they are not getting enough to eat at home is at your school?

Seriousness of Children Coming to School Hungry

43%

43% 12% 26% 13% 4%2010 (Mean: 4.9)

43%

43% 13% 23% 14% 7%2009 (Mean: 5.0)

44%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

0-4 5 6-7 8-9 10


Very few teachers say the problem of children coming to school hungry has decreased. Instead, over nine in ten say this problem has increased or stayed the same ten say this problem has increased or stayed the same in the past year.

Thinking about the past year would you say that this problem has increased at your school decreased or stayed the Thinking about the past year, would you say that this problem has increased at your school, decreased or stayed the same? (Asked only of teachers who said 6-10 for the seriousness of the problem)

Change in Hunger in Classroom over Past Year

63% 64%59%

44% 45%

39%

30%

35%35%

40%

45%

50%

19% 19% 19%

30%28%

10%

15%

20%

25%

30%

4% 4% 1%

0%

5%

10%

Total Elementary School Middle School

Increased a lot Increased a little Stayed the same Decreased a lot/a little


Increased a lot Increased a little Stayed the same Decreased a lot/a little

*Numbers may not sum exactly due to rounding

Compared to 2009 , K- 8 teachers this year are less likely to report seeing increases in the problem of child hunger but the drop is largely among those who see hunger, but the drop is largely among those who see the problem increasing only a little.

Thinking about the past year would you say that this problem has increased at your school decreased or stayed the Thinking about the past year, would you say that this problem has increased at your school, decreased or stayed the same? (Asked only of teachers who said 6-10 for the seriousness of the problem)

Change in Hunger in Classroom over Past Year

63%

77%

44%

55%

40%

50%

60%

19% 21%

30%

21%20%

30%

40%

4% 2%0%

10%

2010 2009

i i /


Increased a lot Increased a little Stayed the same Decreased a little/a lot


Nearly two-thirds of teachers say that most or a lot of their students rely on school meals as their primary y p ysource of nutrition. This holds steady from last year.

Would you say most children in your school rely on school meals as their primary source of nutrition, a lot of children rely on school meals, a few, or no children in your school rely on school meals as their primary source of nutrition?

Reliance of Students on School Meals

21% 45% 31%2010

65%

23% 42% 31%2009

64%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Most A lot A few None at all



Elementary and middle school teachers alike see high proportions of their students relying on school g p p y gmeals as their main source of nutrition.

Would you say most children in your school rely on school meals as their primary source of nutrition a lot of Would you say most children in your school rely on school meals as their primary source of nutrition, a lot of children rely on school meals, a few, or no children in your school rely on school meals as their primary source of nutrition?

Reliance of Students on School Meals

65%

21% 45% 31%Total

65%

65%

19%

21%

47%

44%

31%

31%

Middle School

Elementary School

67%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%




Eight in ten teachers in schools where at least one in six students live below 100% of the federal poverty level say a lot or most of their students rely primarily on say a lot or most of their students rely primarily on school meals for nutrition.

Would you say most children in your school rely on school meals as their primary source of nutrition, a lot of children rely on school meals, a few, or no children in your school rely on school meals as their primary source of nutrition?

Reliance of Students on School MealsIn 2009, 52% of teachers at schools with 0

21% 45% 31%Total

65%

50%

schools with 0-15.9% of students under 100% FPL and 76% of those with 16% or more students

28%

12%

50%

38%

19%

45%

16% or more of Students Under

0-15.9% of Students Under 100% FPL

79%

under 100% FPL reported that most or a lot of their students relied primarily on school

l f 28% 50% 19%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

FPL


meals for nutrition.




Hunger in the Classroom

Nearl t o thirds of teachers sa that children in their classrooms Nearly two-thirds of teachers say that children in their classrooms regularly come to school hungry because they are not getting enough to eat at home, and over eight in ten see this happening frequently. In terms of magnitude, this means that for nearly half of teachers, one quarter or g y qmore of their students come to school hungry each week. Teachers want the rest of America to know this has a large impact on students’ ability to concentrate, their behavior, and ability to learn in class.

29


29

Around two-thirds of teachers say that they see children in their classrooms regularly coming to school hungry because they are not getting enough to eat at home. Among middle school students there is a slight increase six percentage school students, there is a slight increase—six percentage points—in teachers seeing students coming to school hungry from last year.

Based on your classroom experience, are there children who regularly come to school hungry because they are not getting enough to eat at home?

Children Regularly Come to School Hungry

69%

80%2009: 63%‘09: 62%

65% 64%69%

50%

60%

70%‘09: 62% ‘09: 62%

21% 22%18%

14% 14%20%

30%

40%

14% 14% 12%

0%

10%



Yes No Don’t knowIncreases are greatest among teachers of grades K-3 (up 6 points to 69%), teachers at schools with enrollments of 200-399 (up 5 points to 71%), schools where student body is 16% or more in poverty (up 5 points to 71%), rural teachers (up 9 points to 73%), and teachers living in the South (up 7 points to 70%) and the Midwest (up 5 points to 68%).

In schools where 16 percent or more of the student body is in poverty, seven in ten teachers say children regularly come to school hungry because they are not g y g y ygetting enough to eat at home. This is a slight increase from 2009.

Based on your classroom experience, are there children who regularly come to school hungry because they are not getting enough to eat at home?


80%

59%

71%

50%

60%

70%

‘09: 59%

‘09: 66%

25%

17%16%20%

30%

40%

50%

17%16%12%

0%

10%

20%

0-15.9% Students Under 100% FPL 16% or more of Students Under 100% FPL


% % % %

Yes No Don’t know

Teachers in rural areas are especially likely to see students in their classroom regularly coming to school hungry although a majority in suburban schools report hungry, although a majority in suburban schools report this as well.

Based on your classroom experience are there children who regularly come to school hungry because they Based on your classroom experience, are there children who regularly come to school hungry because they are not getting enough to eat at home?


73%80%

66%

57%

73%

50%

60%

70%‘09: 66%

‘09: 57%

‘09: 64%

20%

28%30%

40%

50%

13%13% 15% 14%

0%

10%

20%

U b S b b R l


Urban Suburban Rural

Yes No Don’t know

When teachers independently list what they would like the rest of the country to know about child hunger in their classroom, top responses are that children cannot focus or learn when they are hungry; and that gsome children only have the opportunity to eat when they are at school.

What would you like America to know about Child Hunger in Your School or Classroom?

Elementary

W hat would you like America to know about child hunger in your school or classroom? [OPEN-ENDED]


Kids can’t focus/learn better when not hungry 18% 19% 16%Some children only eat at school/hunger a problem we need to address 18% 19% 17%we need to address

Healthy choices/kids need nutritious meals 8% 7% 12%

Waste in system/hunger not issue 6% 6% 5%

Parents need to be responsible/not schools’ job 4% 5% 3%Parents need to be responsible/not schools job 4% 5% 3%

Bad economic times mean hunger is increasing 2% 3% 2%Other 8% 9% 8%

No response/unsure 38% 37% 40%


In their own words, teachers say…

• “Most of all I would like America to know that children cannot learn if they have no food in their stomach It

In their own words, teachers say…

• Most of all, I would like America to know that children cannot learn if they have no food in their stomach. It hurts, and all the student can think about is food and when is lunch. This child has a hard time thinking about math, reading, science or anything else.”

• “Students who are hungry cannot concentrate on education - they can only think about being hungry.”

• “Hunger is a huge issue. Out of the 17 children in my class, I send home 10 food backpacks. I provide snack each day for all my kids. Children cannot concentrate on learning when their basic needs have not been met.”

• “Many students cannot focus due to their lack of nutrition. They are expected to pass the NCLB tests, while all they care about is where the next meal will come from.”

• “With children being hungry in my classes, it takes away from what they concentrate on because they are preoccupied with that hunger.”preoccupied with that hunger.

• “Students who come to school hungry have discipline problems because they can't focus.”

• “Children cannot learn well and/or up to their best potential if they are hungry or unhealthy.”

• “It greatly affects a child's ability to focus on their schoolwork. It is an added problem teachers fight daily. However it is a preventable problem ”However, it is a preventable problem.

• “Combating hunger in the classroom can greatly improve a child's abilities.”

• “The only meals that some of these children get are the ones provided by the school. They are so worried about missing breakfast or lunch that they have a difficult time concentrating in class.”

• “I would like them to know that it does exist [hunger in the classroom] and that probably school is the only place


• I would like them to know that it does exist [hunger in the classroom] and that probably school is the only place many children get a nutritious meal.”

• “In my 9 years, I have seen that school lunch is the only meal many kids get in a day.”

Around two in ten K-8 public school teachers estimate that 16 or more students in their classes come to school hungry each week. Over half of middle school teachers report that 16 or more students in their classes come to school hungry. This is in large part a function of middle school teachers teaching a larger quantity of students.

Thinking just about the classes you teach, approximately how many students do you think come to school each week g j y pp y y yhungry? (Asked only of teachers who say students regularly come to school hungry)

Number of Children Regularly Come to School Hungry

54%60%

34%

54%

40%

50%

25%30%29%

34%

22% 21%23%

14%

27%

20%

30%

6%

12%14%

0%

10%

T t l (M 20 2) El t S h l (M 18 5) Middl S h l (M 26 1)


Total (Mean: 20.2) Elementary School (Mean: 18.5) Middle School (Mean: 26.1)

0-4 5-9 10-15 16+

Nearly half (47 percent) of elementary school teachers and four in ten (41 percent) middle school teachers see one quarter or more of their students coming to see one quarter or more of their students coming to school hungry every week.

*Based on responses to : the number of students in teachers’ classes reported coming to schools hungry each week; and

Percentage of Students Who are Hungry*Elementary School

50 t

0-10 percent Middle School

0-10

Based on responses to : the number of students in teachers classes reported coming to schools hungry each week; and the total number of students teachers report having in their classes

50+ percent18%

13% 50+ percent14%

percent19%

25-50

10-25 percent

34% 25-50 percent

27% 10-25 percent

29%

27%percent

40%

Among K-8 public school teachers overall, 14% report between zero and 10% of all their students come to school hungry weekly; 36% report 10-25% of students; and 46% report 25% f th i t d t t h l h h k (29% 25 50% f


25% or more of their students come to school hungry each week (29% : 25-50% of students; 17%: 50% or more of students).

Urban and rural teachers are more likely to report a greater percentage of students who are g p ghungry.

P t f St d t h H b G hi S ttiPercentage of Students who are Hungry by Geographic Setting

39%40%

45%

48%49%

34% 34%

26% 26%

22%

34%

25%

30%

35%48%

40%

13%

18%

12%

22%

14% 15%

10%

15%

20%

0%

5%

10%




0-10% 10-25% 25-50% 50+%

Over eight in ten K- 8 teachers say they frequently see children in their classrooms coming to school hungry, with four in ten saying this happens more than three y g pptimes a week in their classrooms. This is slightly more frequent among elementary school teachers.

How often do you see children in your classroom coming to school hungry – more than three times a week, one to two times a week, a few times a month, a few times a year, or less than that? (Asked only of teachers who say students regularly come to school hungry) Frequency of Children Coming to School Hungry

70%

40% 41%36%

46% 46% 45%

40%

50%

60% 86% 87%81%

36%

11% 10%15%20%

30%

40%

10%

1% 2%0%

10%


More than 3x/week 1-2x/week A few times/month A few times/year


More than 3x/week 1-2x/week A few times/month A few times/year

Urban and rural teachers are slightly more likely than suburban teachers to see children frequently coming to school hungry. This is especially common for rural teachers, among whom p y gover four in ten report students coming to school hungry more than three times a week.


60% 88%82%

87%

37% 36%

45%50%

46%42%

40%

50%

10%15%

9%10%

20%

30%

9%

3% 1% 2%0%

10%


More than 3x/week 1-2x/week A few times/month A few times a year/less




Over four in ten teachers in schools with higher student poverty rates see students coming to p y gschool hunger more than three times a week.


60% 88%83%

36%

43%48%

45%

40%

50%

83%

13%9%10%

20%

30%

9%

2% 2%0%

10%

0-15.9% Students Under 100% FPL 16% or more Students Under 100% FPL

More than 3x/week 1-2x/week A few times/month A few times/year or less


More than 3x/week 1-2x/week A few times/month A few times/year or less


Compared to 2009, K-8 public school teachers today are slightly more likely to report students coming to g y y p gschool hungry more than three times per week.

How often do you see children in your classroom coming to school hungry – more than three times a week, one to two times a week, a few times a month, a few times a year, or less than that? (Asked only of teachers who say students regularly come to school hungry)

Frequency of Children Coming to School Hungry

60% 86% 83%

40%

34%

46% 48%

30%

40%

50%

11% 11%

1%4%

10%

20%

0%2010 2009


From 2009 to 2010, the biggest increases in teachers seeing students coming to school h th th ti k l t h l t h ( 7) th t

*Numbers may not sum exactly due to


hungry more than three times a week are among elementary school teachers (+7), those at schools with 200-399 students enrolled (+20), those where 16% or more of students are under 100% FPL (+10), urban teachers (+8), teachers in the Midwest (+9) and the South (+8).

yrounding

The top reasons teachers cite for students consistently coming to school hungry are having unstable home environments, followed by parents or caregivers not having enough money to buy food, or there being no one at home to prepare food for the students Middle school teachers are more home to prepare food for the students. Middle school teachers are more likely to say their students are hungry because there is no one at home to prepare food for them and because the family’s food stamps have run out.

REASONS STUDENTS CONSISTENTLY COMING TO SCHOOL HUNGRY

Which of the following reasons explains why children are consistently coming to school hungry? (Check all that apply)


Unstable home environment 72% 73% 70%

Parents or caregivers do not have enough money to buy food 55% 55% 57%to buy food

Parents or caregivers are working/no one to prepare food 50% 48% 57%

There is no food at home 45% 44% 47%

Food stamps have run out 19% 18% 25%

They do not have access to fresh food 17% 17% 20%

Other 9% 8% 12%


Over six in ten teachers in schools where 16% or more of the student body lives below the poverty level say students come to school hungry because families do g ynot have enough money to buy food, and nearly half reason that there is no food at home for students at all.

REASONS STUDENTS CONSISTENTLY COMING TO SCHOOL HUNGRY

W h=ich of the following reasons explains why children are consistently coming to school hungry? (Check all that apply)

0-15.9% Students Under 100% FPL

16% or more Students Under 100% FPL

Unstable home environment 70% 74%

Parents or caregivers do not have enough money to buy food 50% 61%

Parents or caregivers are working/no one to prepare food 49% 50%

There is no food at home 41% 49%% %

Food stamps have run out 17% 22%

They do not have access to fresh food 17% 18%

Other 8% 10%


Addressing Hunger in the Classroom

The main ways teachers act to assist the students in their classes who e a ays eac e s ac o ass s e s ude s e c asses o consistently come to school hungry are helping sign them up for free or reduced price school meals, referring the student and family to school resources, and purchasing and supplying food themselves for those hungry in their classrooms Teachers report spending around $25 a month hungry in their classrooms. Teachers report spending around $25 a month out of their own pocket for food for those who are hungry in their classrooms.

44


The top way K-8 public school teachers report trying to address students coming to school hungry is to help them sign up for free and reduced school lunches, followed by buying food for the classroom. Elementary school teachers are more likely than middle school Elementary school teachers are more likely than middle school teachers to report taking a variety of steps to address hunger in their classroom, particularly buying food for their classroom.

In your classroom what are some ways you have tried to address the problem of students coming to school hungry In your classroom, what are some ways you have tried to address the problem of students coming to school hungry because they are not getting enough to eat at home? (Asked only of teachers who say students regularly come to school hungry/check all that apply)

WAYS TO ADDRESS HUNGER IN CLASSROOMTotal Elementary School Middle School

Help students sign up for free or reduced price school meals 74% 76% 68%

Buy food for the classroom 61% 65% 47%Refer the student and their family to resources

in the school 49% 50% 45%Refer the student and their family to resources

outside of the school 27% 30% 16%

i i f i i 26% 29% 14%Provide healthier food options in the classroom 26% 29% 14%Talk to the parents about the situation 19% 21% 14%

Ask other parents to send in food for the classroom 15% 18% 5%


School provides food/snacks 8% 9% 5%

Rural teachers are more likely than their suburban and rural counterparts to take action by purchasing food for their classrooms. Urban and rural teachers are more likely to refer students and families to assistance and resources available at students and families to assistance and resources available at the school, whereas suburban teachers are more likely to talk directly with the parents.

In your classroom what are some ways you have tried to address the problem of students coming to school hungry because In your classroom, what are some ways you have tried to address the problem of students coming to school hungry because they are not getting enough to eat at home? (Asked only of teachers who say students regularly come to school hungry/check all that apply)

WAYS TO ADDRESS HUNGER IN CLASSROOMUrban S b rban R ralUrban Suburban Rural

Help students sign up for free or reduced price school meals 74% 76% 72%

Buy food for the classroom 58% 57% 67%Refer the student and their family to

resources in the school 51% 44% 53%Refer the student and their family to

resources outside of the school 25% 25% 30%Provide healthier food options in the 27% 21% 28%p

classroom 27% 21% 28%

Talk to the parents about the situation 18% 26% 15%Ask other parents to send in food for

the classroom 14% 15% 16%


School provides food/snacks 9% 6% 9%

Between 2009 and 2010 there is little change in the ways teachers report addressing students coming to school hungry. There is some slippage in the number of g y pp gteachers who say they take action by trying to provide healthier food options in their classroom.

In your classroom what are some ways you have tried to address the problem of students coming to school hungry In your classroom, what are some ways you have tried to address the problem of students coming to school hungry because they are not getting enough to eat at home? (Asked only of teachers who say students regularly come to school hungry/check all that apply)

WAYS TO ADDRESS HUNGER IN CLASSROOM2010 20092010 2009

Help students sign up for free or reduced price school meals 74% 76%

Buy food for the classroom 61% 63%Refer the student and their family to resources in

the school 49% 52%Refer the student and their family to resources

outside of the school 27% 28%

Provide healthier food options in the classroom 26% 32%Provide healthier food options in the classroom 26% 32%Talk to the parents about the situation 19% 21%

Ask other parents to send in food for the classroom 15% 17%School provides food/snacks 8% 10%


School provides food/snacks 8% 10%

Over four in ten elementary school teachers and three in ten middle school teachers report that at least a few times a month they buy food for students who are not getting enough y y g g gto eat at home. On average, teachers report spending around $ 25 a month on this food.

How frequently would you say you have been buying food on your own for your students who are not getting enough to eat at home – every week, a few times a month, once in a while, never? (Asked only of teachers who say students regularly come to school hungry)

Frequency of Buying FoodOn average, elementary school teachers spend $25.40 per month buying food and middle school teachers spend approximately $22 80

17% 24% 46% 13%Total41%

44%

teachers spend approximately $22.80.

16%

17%

15%

26%

47%

45%

22%

11%

Middl S h l

Elementary School 44%

31%

16% 15% 47% 22%

0% 20% 40% 60% 80% 100%

Middle School

Every week A few times a month Once in a while Never




Rural and urban teachers are more likely than suburban teachers to report likely than suburban teachers to report buying food for their students.

How frequently would you say you have been buying food on your own for your students who are not getting enough to eat at home – every week, a few times a month, once in a while, never? (Asked only of teachers who say students regularly come to school hungry)

Frequency of Buying Food43%

In addition to differences in

18% 24% 40% 18%Urban

43%

32%

differences in the frequency of buying food, urban and rural teachers report spending somewhat more

14% 18% 53% 15%Suburban

47%

than suburban teachers per month (urban: $26.60; rural: $27.50; suburban: $19 70) 19% 28% 45% 8%

0% 20% 40% 60% 80% 100%

Rural

E k A f ti th O i hil N

$19.70).



School Food Programs

Teachers report that school lunch and school breakfast are widely eac e s epo a sc oo u c a d sc oo b ea as a e de y available in their schools, followed by other breakfast, afterschool, summer, and fresh fruit and vegetable programs. There is strong support among teachers for their schools to participate in an afterschool snack or meal program as well as a free summer meal program This year we see meal program as well as a free summer meal program. This year, we see an increase in participation in weekend backpack programs. Teachers view the enrollment process for free or reduced price school meals to be quite easy, but they see the nutritional value of these meals to be q y ysomewhat lacking.

50


The most common food programs teachers report in their schools are school lunch and school breakfast, followed by summer food, afterschool snacks and a weekend backpack pprogram. In 2 0 10 more teachers report having a weekend backpack program.

What food programs are in place at your school? (Check all that apply)What food programs are in place at your school? (Check all that apply)


86%

91%82%

94%

School Breakfast Program

School Lunch Program

11%

21%

19%

86%

18%

23%

24%

Weekend Backpack Program

Afterschool School Snacks

Summer Food Program

6%

7%

11%

14%

6%

9%

Fresh fruit and vegetable program*

Universal School Breakfast Program

In-Classroom Breakfast Program

p g

2010

2009

1%1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No funded food programs in place

g p g*Fresh fruit and vegetable program not asked in 2009

F 2009 t 2010 th bi t i i k d b k k ti i ti


From 2009 to 2010, the biggest increases in weekend backpack program participation are among those who teach K-3rd grade (+8) and 4-6th grade (+6), teach in rural areas (+16), in the south (+11), and at schools with enrollments over 400 (+9).

Elementary school teachers are more likely than their middle school counterparts to report having in-classroom school breakfast a weekend backpack classroom school breakfast, a weekend backpack program, and a fresh fruit and vegetable program.

What food programs are in place at your school? (Check all that apply)


92%81%

95%School Lunch Program

27%

24%

87%

19%

22%

24%

81%


Summer Food Program


7%

5%

12%

6%

11%

19%

Universal School Breakfast Program

In-Classroom Breakfast Program

Weekend Backpack Program

Elementary Schl

Middle Schl

2%

6% 16%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No funded food programs in place

Fresh fruit and vegetable programMiddle Schl


Teachers at schools with 16% or more of the student body in poverty are more likely to report participating in afterschool snack programs (28%), summer food program (30%), and the weekend backpack (20%) program.

Urban and rural teachers are more likely to report that their school offers the summer food program and an afterschool snack program Rural teachers are especially likely to say their snack program. Rural teachers are especially likely to say their school participates in a weekend backpack program.

What food programs are in place at your school? (Check all that apply)


96%95%

81%

92%School Lunch Program

24%

27%

86%

17%

15%

79%

29%

30%

81%


Summer Food Program


6%

27%

24%

9%

11%

14%

17%

In-Classroom BreakfastProgram

Weekend BackpackProgram

UrbanSuburban

13%

5%

14%

3%

15%

10%

Fresh fruit and vegetableprogram

Universal School BreakfastProgram

SuburbanRural


0% 20% 40% 60% 80% 100% 120%

Teachers do not think it is difficult for students to enroll in school food students to enroll in school food programs.

Would you say the process for enrolling children for free or reduced lunch or breakfast is very easy, somewhat easy, somewhat hard, or very hard?

Enrollment Process for the Program

42%

42%-12% 83%

84%El t

Total

42%

42%

-14%

-12% 84%

82%Middle

Elementary

-25% -5% 15% 35% 55% 75%

Very hard Somewhat hard Very easy Somewhat easy


A majority of K-8 teachers say their schools provide free breakfast and schools provide free breakfast and snacks on testing days.

Does your school provide free breakfast and snacks on testing days?Does your school provide free breakfast and snacks on testing days?

School Offering Snacks and Free Breakfast on Test Days

56% 57%52%

60%

38% 37%41%

30%

40%

50%

6% 6% 7%10%

20%

30%

% %

0%Total Elementary school Middle school

Yes No Don’t know


Teachers at schools with 16% or more of the students under 100% FPL are much more likely to report feeding students free breakfast or snacks on test days (62%) than are less impoverished schools (48%).

Only two in ten elementary school teachers and nearly three in ten middle school teachers report that their schools currently participate in an that their schools currently participate in an afterschool snack or meal program.

Does your school participate in the afterschool snacks or meals program-- which serves meals or snacks to children after school during the school year?

School Participates in Afterschool Snack or Meals Program

67% 69%61%

50%

60%

70%

80%

22% 20%

29%

20%

30%

40%

50%

11% 11% 9%

0%

10%

20%

Total Elementary school Middle school


Yes No Don’t know

Nearly two-thirds of K- 8 teachers agree that their school should be participating that their school should be participating in an afterschool snack or meal program.

Do you agree or disagree that your school should participate in the afterschool snacks or meals program?

Should Your School Participate in Afterschool Snack or Meal Program

9%

-8%

36%

37%

20%

-19% 67%

67%Elementary

Total

-5%

-9%

39%

36%

-19%

-20% 67%

64%Middle

Elementary

-50% -30% -10% 10% 30% 50% 70%

Strongly disagree Not so strongly disagree Strongly agree Not so strongly agree

Teachers of 7th and 8th grade (45% strongly agree) and urban teachers (44% strongly agree) are


Teachers of 7 and 8 grade (45% strongly agree) and urban teachers (44% strongly agree) are especially likely to say their school should participate in an afterschool snack or meal program.

Among the teachers whose schools currently participate in an afterschool snack or meal program, there is broad and strong agreement with their g gparticipation in the program, with elementary school teachers expressing the strongest agreement.

Do you agree or disagree that your school should participate in the afterschool snacks or meals program?

Among Teachers at Schools Having Afterschool Snack/Meal Program: Should Your School Participate in Afterschool Snack or Meal Program

71%-3% 95%Total

63%

74%

-4%

-3% 96%

93%Middle

Elementary

-20% 0% 20% 40% 60% 80%



Around three in ten K-8 public school teachers say their school currently participates in the program that provides free summer meals to children during the summer months. Middle gschool teachers are slightly more likely to report participation in the program.

Does your school participate in the free summer meals program which provides free meals to children during the summer months?

School Participates in Free Summer Meals Program

60%

34%

48% 50%

41%40%

50%

30% 29%34%

22% 21%24%

20%

30%

0%

10%

T t l El t h l Middl h l



Yes No Don’t know

Seven in ten elementary school teachers and over two-thirds of middle school teachers agree that their school should participate in the free summer meals school should participate in the free summer meals program.

Do you agree or disagree that your school should participate in the free summer meals program?

Should Your School Participate in Free Summer Meals Program

-8% 50%-16% 72%Total

y g g y p p p g

-9% 52%-16% 73%Elementary

-4% 44%-13% 68%Middle

-50% -30% -10% 10% 30% 50% 70%



Additionally, teachers who are members of a teachers’ union (52% strongly agree), newer teachers (54% who have been teaching less than 10 years), those with 16% or more of the student body in poverty (56%), as well as urban (56%), rural (55%) and Southern teachers (57%) are more likely to say their school should participate in the summer meals program.

Among teachers whose schools are already participating in the free summer meals program, support for their schools’ participation in the program is support for their schools’ participation in the program is nearly universal.

Among Teachers at Schools Having Free Summer Meals Program: Should Your School Participate in Free Summer Meals Program

Do you agree or disagree that your school should participate in the free summer meals program?

85%

81%

3%

-3% 97%

97%El t

Total

69%

85%

-5%

-3% 97%

95%Middle

Elementary

-20% 0% 20% 40% 60% 80%



Among those at schools already participating in the free summer meals program, enthusiasm for participation is particularly strong among teachers at schools with less than 16% of students in poverty (87% strongly agree, compared to 79% at 16% of students are more in poverty), rural teachers (86%) and those who live in the South (90%)

When teachers imagine what happens during the summer months to students who do not have access to the free summer meals program, around four in ten volunteer that students would go hungry or have to eat less Secondarily the teachers volunteer that children would eat unhealthy less. Secondarily, the teachers volunteer that children would eat unhealthy food and would have to rely on help from neighbors, friends, or other programs.

What do you think happens to children during the summer months who do not have access to the

Wh t h t hild h d t t th f l th ?

What do you think happens to children during the summer months who do not have access to the free summer meals program? [OPEN-ENDED]

What happens to children who do not get the free summer meals program over the summer?

Elementary School Middle School

They go hungry/have to eat less 39% 39% 41%

Don’t eat healthy meals 19% 19% 16%

Rely on other assistance programs/people 12% 12% 12%

U necessar program/famil sho ld pro ide 5% 5% 2%U necessary program/family should provide 5% 5% 2%

Other 6% 6% 6%

D on’t know 7% 6% 10%


In their own words, teachers express their worries about the summer their worries about the summer months…….

• “I think they eat one meal a day and they are constantly looking for food.”

• “Some may go hungry because parents are working, or have parents who cannot feed their children meals because of work or because they may not have the means to.”

“Th t h t i il bl t th t h t t ll ”• “They eat what is available to them at home or not at all.”

• “They are hungry and probably eat lots of junk food.”

• “I would say that a lot of them go without meals that they would have normally received at school ”at school.”

• “Many go hungry. When they do eat it is not a well balanced meal.”

• “They either go without or spend time at a friend’s house to eat their food.”

• “They do not get a balanced meal during the day and often go hungry until late evening when fast food is delivered.”

• “They go hungry most of the time. They eat whatever they can find, whether it is nutritious or not.”


or not.

There is nearly unanimous agreement among K-8 public school teachers that nutritious school meals can lead to healthier students and less obesity in schools lead to healthier students and less obesity in schools, and three-quarters strongly agree with this.

Now you will see some different statements For each one please indicate if you agree or disagree: Nutritious school

% Agreement (Darker Colors Indicate Intensity)

Now you will see some different statements. For each one, please indicate if you agree or disagree: Nutritious school meals can lead to healthier kids and less obesity in schools?

92%75%Total

%

91%

%

75%

i

Elementary school

93%72%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Middle school


Teachers who are especially likely to strongly agree that nutritious meals can lessen obesity and lead to healthier students are over age 30 (78%), women over 50 (80%), members of a teachers’ union (76%), suburban (79%), and have negative views of the nutrition levels of the meals their schools currently offer (79%).

Closer Examination of Views on School Breakfast & In-Classroom Breakfast

The overall importance of breakfast and its role in student success The overall importance of breakfast and its role in student success and academic achievement is evident among K-8 teachers. Specifically, reactions to in-classroom breakfast programs are more positive than negative, but teachers voice some concerns. p g

65


Nearly all K-8 teachers believe that breakfast is extremely or very important to student academic achievement, with three-quarters saying breakfast is extremely important. Elementary school teachers gare more likely than middle school teachers to say breakfast is extremely important.

How important do you think breakfast is to academic achievement – extremely important, very important, somewhat important, a little important, or not important at all?

How Important is Breakfast to Academic Achievement

76% 20%-3%Total96%

80% 17%-2%Elementary School

97%

-1% 63% 31%-5%

-30% -10% 10% 30% 50% 70% 90%

Middle School

N t i t t t ll S h t/ A littl i t t E t l i t t V i t t

94%


Not important at all Somewhat/ A little important Extremely important Very important

K-8 teachers are almost unanimous in their strong agreement that students who eat breakfast everyday are better able to concentrate and learn throughout the day. Additionally, over eight in ten strongly g g gagree there is a strong connection between a healthy breakfast and a child’s ability to succeed in the classroom.

Now you will see some different statements. For each one, please indicate if you agree or disagree: Q. There is a strong connection between a healthy breakfast and a child’s ability to succeed in the classroom. Q. Students who eat breakfast everyday are better able to concentrate and learn throughout the day (Split-sampled questions)

Strong Connection between Healthy Breakfast & Classroom Success

Eating Breakfast Everyday Helps with Concentration and Learning Throughout

the Day

99%94%Total 95%85%Total

the Day

98%95%

Middle

ElementarySchool 96%85%

Middl

ElementarySchool

100%94%

0% 20% 40% 60% 80% 100%

MiddleSchool 92%84%

0% 20% 40% 60% 80% 100%

MiddleSchool


Not so strongly agree Strongly agree

Over eight in ten K-8 teachers report that their schools have a traditional school breakfast program available at their school. Far fewer less than one in ten report having universal school Far fewer—less than one in ten—report having universal school breakfast or an in-classroom breakfast program.

% Having Breakfast Programs in Their Schools

82% 81%87%

80%

90%

100%

50%

60%

70%

80%

9% 11%20%

30%

40%

6% 6% 7%9% 11%5%

0%

10%


School Breakfast Program Universal School Breakfast Program In Classroom Breakfast Program


School Breakfast Program Universal School Breakfast Program In-Classroom Breakfast Program

Two in ten elementary school teachers say they have taught in a school with an in-classroom breakfast program This is even lower among middle school program. This is even lower among middle school teachers.

Have you ever taught in a school that had an in-classroom breakfast program?

At Any Point Taught in School with In-Classroom Breakfast

79% 77%84%90%

79% 77%

60%

70%

80%

20% 22%30%

40%

50%

12%

2% 1% 4%0%

10%

20%




Yes No Don’t know

Among teachers who have had experience, either currently or in the past, with an in-classroom breakfast program, seven in ten elementary school teachers and nearly six in ten middle school teachers say it was a positive experience for themschool teachers say it was a positive experience for them.

Would you say it was a more positive or more negative experience for you? (Asked only of those who have ever taught in a schoolwith an in-classroom breakfast program)

Among Those with Experience with In-Classroom Breakfasts: Positive or Negative Experience

-24%

-24% 71%

72%Elementary School

Total

-29%

24% 72%

59%Middle School

Elementary School

-50% -30% -10% 10% 30% 50% 70%

Negative Postive


Teachers age 50 or older (78%)are more likely than their younger counterparts (68%) to report a positive experience. Teachers working in a school where 16% or more of the student body is living in poverty are also more likely to report a positive experience (73%, compared to 68% among less poor schools).

Among all teachers—those with and without experience with in-classroom breakfasts—a small majority of elementary school teachers and nearly half of middle school teachers say they are in favor of having the breakfast program in their school. One quarter strongly support the program, while two in ten strongly oppose it.

Thinking about your school, do you favor or oppose an in-classroom breakfast program, where breakfast is served to all students in the classroom at the beginning of the school day?

Support for an In-Classroom School Breakfast Program

-22% 27%-39% 53%Total

2 %

-23%

28%

27%-37% 55%Elementary School

-21% 28%-47% 47%

-55% -35% -15% 5% 25% 45% 65%

Middle School

Strongly oppose Not so strongly oppose Strongly favor Not so strongly favor


S o g y oppose o so s o g y oppose S o g y a o o so s o g y a o

Teachers working in urban areas are more likely than their rural and suburban counterparts to pfavor in-classroom breakfast programs.

Thinking about your school do you favor or oppose an in classroom breakfast program where

Support for In-Classroom School Breakfast Program


25%

-19%

23%

29%

43%

-34% 58%

50%Suburban

Urban

-22%

-25%

30%

23%

-39%

-43% 50%

52%Rural

Suburban

-60% -40% -20% 0% 20% 40% 60%



A majority of teachers working in schools where 16% or more of the students live at or below the poverty level p yare in favor of an in-classroom breakfast program.

Support for an In-Classroom School Breakfast Program


-22% 21%-43% 49%0-15.9% Students Under

100% FPL

-22% 32%-35% 57%16% or more StudentsUnder 100% FPL

-70% -50% -30% -10% 10% 30% 50% 70%

Under 100% FPL



Among teachers that have experience with in-classroom breakfast programs, nearly three quarters of elementary school teachers support the program and eight in ten middle school teachers support the g gprogram. Intense support is stronger among middle school teachers than elementary school teachers.


Only Among Teachers with Experience with In-Classroom Breakfast Programs: Support for In-Classroom School Breakfast Program

-9% 46%-21% 74%Total

8%

-10%

52%

45%-22% 73%

Middl S h l

Elementary School

-8% 52%-13% 80%

-40% -20% 0% 20% 40% 60% 80%

Middle School



g y pp g y pp g y g y

Six in ten elementary school teachers think that all of the students who qualify for free or reduced price breakfast in their school are enrolled. This is much lower among middle gschool teachers, among whom only 37 percent believe all of the students who qualify are enrolled.

In your experience would you say that all of the students who qualify for the free or reduced price school breakfast In your experience, would you say that all of the students who qualify for the free or reduced price school breakfast program in your school are enrolled in the program? (Asked only among those whose school participates in school breakfast program)

Enrollment in School Breakfast Program

60%

70%

55%60%

37%36%

52%

40%

50%

60%

37%36%31%

9% 9% 10%

20%

30%

0%

9% 9% 10%

0%

10%


’t k


Yes No Don’t know

Two-thirds of urban teachers think that all the students who qualify for free or reduced price school breakfast are enrolled in the program. Fifty-five percent of rural teachers and less p g y pthan half—44 percent—of suburban teachers think all the students who qualify are enrolled.

In your experience would you say that all of the students who qualify for the free or reduced price school


66%70%

In your experience, would you say that all of the students who qualify for the free or reduced price school breakfast program in your school are enrolled in the program? (Asked only among those whose school participates in school breakfast program)

66%

44%

55%

42% 42%50%

60%

23%20%

30%

40%

11%14%

4%

0%

10%

20%




Yes No Don’t know

In 2010, teachers appear to be more aware of whether students qualified for free or reduced qprice school breakfast program are enrolled.

In your experience would you say that all of the students who qualify for the free or reduced price school breakfast


55%60%

In your experience, would you say that all of the students who qualify for the free or reduced price school breakfast program in your school are enrolled in the program? (Asked only among those whose school participates in school breakfast program)

55%50%

36%40%

50%

30%

20%20%

30%

9%

0%

10%

2010 2009


Yes No Don’t know

When teachers consider a list of potential barriers that keep students from enrolling in free or reduced price school breakfast, teachers most commonly cite parents failing to sign-up their children and that parents cannot get their children to school early enough for breakfast. Buses being late, stigma on the part of parents or children, lack of awareness of the program and taste of the food are also recognized as barriers but are seen as less the program, and taste of the food are also recognized as barriers, but are seen as less formidable. Stigma among parents and children is seen as a much bigger barrier by middle school teachers, while parents not getting children to school early enough for breakfast is perceived as a bigger barrier among elementary school teachers.

Even if your school does not offer school breakfast which of the following do you think are barriers to enrolling

BARRIERS TO ENROLLMENT IN SCHOOL BREAKFAST PROGRAMTotal Elementary School Middle School

Even if your school does not offer school breakfast, which of the following do you think are barriers to enrolling in or accessing this food program? (Check all that apply)

Parents do not sign their children up 46% 46% 46%Transportation (parents cannot get their children

to school early enough) 39% 42% 29%

Stigma among parents 21% 19% 29%Buses are late 22% 22% 22%

Taste of food 21% 20% 26%

Parents do not know about the school breakfast program 20% 20% 20%

Stigma among children 17% 12% 37%

Kids who need it already participate 1% 1% 2%

Student tardiness 2% 1% 3%

Other 12% 12% 12%


Other 12% 12% 12%

This year, teachers are less likely than in 2009 to report most barriers to enrolling or accessing school breakfast, g g ,especially stigma among parents.

Even if your school does not offer school breakfast which of the following do you think are barriers to

BARRIERS TO ENROLLMENT IN SCHOOL BREAKFAST PROGRAM2010 2009

Even if your school does not offer school breakfast, which of the following do you think are barriers to enrolling in or accessing this food program? (Check all that apply)

Parents do not sign their children up 46% 50%Transportation (parents cannot get their children to school early

enough) 39% 43%

Stigma among parents 21% 31%Buses are late 22% 28%

Taste of food 21% 21%Parents do not know about the school breakfast program 20% 24%

Stigma among children 17% 21%Kids who need it already participate 1% --*

Student tardiness 2% --*Oth 12% 6%


Other 12% 6%

*Not asked in 2009

School Systems and the Broader Community Taking on Childhood Hunger

T h b li h l d th d ti it h Teachers believe schools and the education community have a role to play in addressing child hunger, and want to see it made a priority. A strong majority are willing to join in the “No Kid Hungry” Campaign Campaign.

80


80

At least three quarters of public school teachers in elementary and middle schools put a high priority on school systems working to address the problem of child hunger Teachers working to address the problem of child hunger. Teachers prioritize working at both the local and national levels.

What priority should addressing child hunger be for school systems in your area/nationwide – the top priority, one of the top priorities, a high priority, somewhat of a priority, or not a priority at all? (Split-sampled questions)

In Your Area Nationwide

37%-23% 7% 76%

Elementary

Total 13% 45%-14% 85%

El t

Total

9% 38%-23% 76%

Middl

ElementarySchool 13% 48%-12% 88%Elementary

School

32%-22% 78%

-50% 0% 50%

MiddleSchool 14% 34%-24% 75%

-50% 0% 50%

MiddleSchool


Not a priority at all Somewhat of a priority The top priority One of the top priorities A high priority

School systems addressing child hunger i t i it thi remains a strong priority this year.

What priority should addressing child hunger be for school systems in your area/nationwide – the top priority, one of the top priorities, a high priority, somewhat of a priority, or not a priority at all? (Split-sampled questions)

In Your Area Nationwide

7% 37%-23% 76%2010 13% 45%-14% 85%2010

13% 39%-16% 82%2009 14% 45%-9% 89%2009

-50% 0% 50% -50% 0% 50%


82

Not a priority at all Somewhat of a priority The top priority One of the top priorities A high priority

Older, female teachers, those who teach 7th or 8th grade, live in rural areas, live in the South, teach in schools with student enrollments between 200 to 500, and teach in schools where 16% or more of t d t li b l th f d l t l l lik l t l students live below the federal poverty level are more likely to place a

high priority on their local school system addressing child hunger.

Most Likely to say School Systems Should Prioritize Child Hunger(% saying top, one of the top, or high priority)

In Your Area Nationwide• Female teachers age 50+ (81%)• Have been teaching 10-16 years (82%)• Teach 7-8th grades (81%)*

• Elementary school teachers (88%)• Teachers in suburban areas (89%)

g ( )• Teach in schools with enrollments between 200-399 students (84%) and 400-499 students (83%)*

• Teach in schools where 16% or more of students under 100% FPL (82%)

T h i l (86%)• Teachers in rural areas (86%)• Teachers in the South (82%)


*Small n size

There is very strong and broad agreement among teachers that schools and the education community have a role to play in addressing child hunger. Over eight in ten strongly agree schools can g g g g gserve as a food safety net. Agreement is broad, but less intense with the notion that schools can prevent hunger for children.

Now you will see some different statements. For each one, please indicate if you agree or disagree.


Schools can serve

99%83%

Schools can serveas a food safety netfor children who do

not get regularmeals at home*

88%49%

Schools canprevent hunger for

children who do not %

0% 20% 40% 60% 80% 100%

get regular mealsat home*


*Split-sampled questions

These views carry across elementary h l d iddl h l t hschool and middle school teachers.

% Agree ( % Strongly Agree)

Now you will see some different statements. For each one, please indicate if you agree or disagree.

Total Elementary School

Middle School

Schools can serve as a food safety net for children h d l l h *

9 9 % 9 9 % ( 8 3 % )

1 0 0 % ( 8 6 % )who do not get regular meals at home* ( 8 3 % ) ( 8 3 % ) ( 8 6 % )

Schools can prevent hunger for children who do not get regular meals at home*

8 8 % ( 4 9 % )

8 8 % ( 5 1 % )

8 7 % ( 4 5 % )g g ( ) ( ) ( )


*Split-sampled questions

Additionally, over nine in ten teachers agree that we could make significant impacts on education if communities focused on addressing child hunger Over communities focused on addressing child hunger. Over half agree with this strongly.

Now you will see some different statements. For each one, please indicate if you agree or disagree: If


y , p y g gcommunities focused on addressing child hunger then we would make significant impacts on education

92%

91%

54%

53%

Elementary School

Total

87%

92%

50%

54%

Middle School

Elementary School

0% 20% 40% 60% 80% 100%

Nearly six in ten (58%) teachers in schools with 16% or f t d t d 100% FPL t l ith thi

Nearly six in ten urban teachers (58%) strongly ith thi t t t d 54% f l


more of students under 100% FPL strongly agree with this statement, compared to 48% of those with lower poverty levels in the student body.

agree with this statement, as do 54% of rural teachers, while 49% of suburban teachers strongly agree.

Teacher Classroom and School DemographicsTeacher, Classroom, and School Demographics

87


Most of those surveyed teach in elementary schools. Over half teach kindergarten through thi d d d dditi l thi d t h d third grade, and an additional third teach grades four through six

L l f S h l T hi I G d L l T ht

Middle School: 21%

Level of School Teaching In Grade Level Taught54%

50%

60%

33%30%

40%

13%10%

20%

Elementary School: 79%

0%

Grades K-3 Grades 4-6 Grades 7-8


One out of ten of the elementary school teachers surveyed were men, compared to one-quarter of the middle school teachersthe middle school teachers.

Teacher Gender

87% 90%90%

100%

75%

50%60%70%80%90%

13% 10%

25%

10%20%30%40%

0%Total Elementary Middle

Male Female


Half of the teachers surveyed were between the ages of 3 0 and 4 9, and between the ages of 3 0 and 4 9, and three in ten are aged 50-64.

Teacher Age

31%30% 30% 29%

35%

17% 17%15%

26% 26%23%

26%24%

30% 30% 29%

20%

25%

30%

15%

2% 2% 2%5%

10%

15%


Under 30 30-39 40-49 50-64 65+


Over eight in ten K- 8 teachers report being a member of an educators’ being a member of an educators union or association

Union Membership85% 85% 84%

80%

90%

%

50%

60%

70%

80%

15% 15% 16%

10%

20%

30%

40%


Yes No


Just over one in ten teachers surveyed self-identify as African American or L tiLatino.

Teacher Race/Ethnicity

82% 82% 84%80%

90%

50%

60%

70%

80%

5% 5% 6%7% 8%1%1% 1% 2%3% 3% 4%10%

20%

30%

40%

1%1% 1%0%

Total Elementary Middle

White African American Latino Asian Native American Other


On average, those surveyed have been working as teachers for

i t l 15 approximately 15 years.

Number of Years Teaching

37% 37%39%40%

45%

27% 27% 26%23% 24%

21%20%

25%

30%

35%

12% 12% 13%

0%

5%

10%

15%

0%Total (Mean: 14.7) Elementary (14.7) Middle (14.4)

0-4 years 5-9 years 10-16 years 17+ years


Most elementary school teachers teach one class only, while most middle school t h t h 4 l teachers teach 4 classes or more.

Number of Classes Taught

53%

66%

60%

70%

53%

39%44%

30%

40%

50%

3%

12% 12% 13%14%7%

20%14%

0%

10%

20%

0%Total (Mean: 3.7) Elementary (2.8) Middle (7.0)

1 class 2 or 3 classes 4 or 5 classes 6+ classes


Elementary school teachers teach an average of 35 students, while middle school teachers teach an average of 105 studentsan average of 105 students.

Number of Students Taught70%

60%

70%

80%

25%31%

34%41%

24%30%

40%

50%

25%

5%

22% 22% 24%18%

5%

0%

10%

20%

Total (Mean: 49.4) Elementary (34.6) Middle (105)

20 or fewer students 21 to 28 students 29 to 80 students 80+ students


Around four in ten K–8 teachers d li i th S thsurveyed live in the South

Census Geographic Regions

43% 43% 43%45%

50%

20% 21%22% 21%23%25%

30%

35%

40%

15% 15% 14%

20% 21%19%

21%

5%

10%

15%

20%


Northeast Midwest South West


Across all of those surveyed, teachers were almost evenly divided among urban, suburban and rural areas. Four in ten middle school teachers teach in suburban areas.

Urbanicity

32%35%

33%

40%

34% 34%35%

40%

45%

31% 32%29%

%30%

20%

25%

30%

%

0%

5%

10%

15%




The majority of teachers are in schools where between 6 and 31 percent of where between 6 and 31 percent of students are under 100% FPL.

Percent of Student Body Under 100% FPL

48% 47%51%

50%

60%

39% 39% 38%

47%

30%

40%

50%

8% 8% 7%5% 5% 3%

0%

10%

20%


0-5.9% 6-15.9% 16-30.9% 31%+


Among the teachers surveyed, over two-thirds of those in urban areas and nearly half of those in rural areas are in schools where 16-31 percent of pstudents fall below the poverty line.

Percent of Student Body Under 100% FPL

68%70%

80%

52%

40%

30%

47%

40%

50%

60%

2%

16%

4%

24%30%

5%2%

7%10%

20%

30%

2% 2%0%


0-5.9% 6-15.9% 16-30.9% 31%+


When the teachers surveyed estimate the average racial composition of the students they teach, they estimate that over half are white, around two in ten

Af i A i d d th i t are African American, and around three in ten are Latino.

Estimated Racial Composition of Students Taught

55% 55% 54%60%

29%32%

30%

40%

50%

22% 22% 24%%

21%

6% 6% 5%9% 10%

7%10%

20%

30%


White African American Latino Asian Mixed race

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Hunger In Our Schools: Share Our Strength’s Teachers...

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