CONCRECION DE LA EXPERIENCIA RESPECTO AL SENTIDO DEL

This conclusion is related to the third research question which focuses on the increase in research to discover the correlation between childhood obesity and academic performance. Students who are physically active and consume a well-balanced diet that consist of fresh fruits and vegetables have increased memory, higher test scores, and have an overall greater academic success compared to students who are inactive and consume a diet filled with processed foods. As denoted in Section 4, the relationship of academic success and childhood obesity was an area unknown to many participants. Eight

participants suggested he or she sensed obesity may have an effect on academic performance though vagueness was present in the data collection. Four participants expressed their perception of the correlation of academic success and childhood obesity was the result of obese student’s lack of classroom participation, motivation and

willingness to learn.

Relationship to the conceptual framework. According to the ecological systems model, when students have difficulties within his or her immediate environment, it is impossible to learn (Bronfenbrenner & Morris, 2006). Distractions from peers, family members, friends, or school can prevent a student’s academic performance and can lead to academic failure (Wentzel, 1999). When a student’s microsystem has been adversely

affected all areas of a student’s life are undesirably affected (Bronfenbrenner & Morris, 2006). A student will not be academically successfully until the microsystem is in balance within the student’s immediate environment (O’Connor & McCartney, 2007).

Relationship to the literature. Children's brains and body grow rapidly in childhood (Wenger & Lovden, 2016; Wittberg, Northrup, & Cottrel, 2009). Consuming a healthy diet along with physical activity aids in a child’s brain development, which in turn increases a student’s academic performance. Students who partake in daily physical activity and consume nutritional meals have a greater ability to focus, complete

assignments, comprehend information, follow directions and recall information previously given (Ebbeling, Pawlak, & Ludwig, 2002; Hassevoort, Khan, Hillman, & Cohen, 2016; Schwartz & Puhl, 2003; Wenger & Lovden, 2009; Wittberg, Northrup, & Cottrel, 2009). The literature review of the correlation between academic performance and childhood obesity may be of interest to families, physicians, educators, and lawmakers to improve the academic success of students in schools.

Conclusion 4: Physical Development May Be Slowed Down by Childhood Obesity This conclusion is related to the fourth research question which focuses on children’s physical development. Children require adequate nutrition and physical activity to appropriately develop (Ludwig, 2016). A child’s physical development is crucial the first 8 years of his or her life (Haynes & Browne, 2016; Wang et al., 2016). Instead of normal development many obese students are dealing with physical

complications such as metabolic syndrome, high blood pressure, Type 2 diabetes, asthma, sleep apnea and non-alcoholic fatty liver disease (Haynes & Browne, 2016; Ludwig,

2016; Wang et al., 2016). Physical development in children is often stalled in obese children due to health complications associated with childhood obesity (Wang et al., 2016). As referenced in Section 2 in the literature review and the data analysis in Section 4, all participants agreed that childhood obesity has an adverse effect on the physical development of obese students. The early onset of puberty, nonalcoholic fatty disease, metabolic syndrome and sleep apnea were not mentioned by participants during the interviews. Every participant shared a fear of obese students experiencing an early death or an adult life that was confined to health complications.

Relationship to the conceptual framework. According to Bronfenbrenner and Morris (2006), the inclusive wellbeing of an individual is contingent on the vigorous interaction and influences of genetic, developmental, social, and environmental factors that interact over the life course of individuals. Cultural and community factors influence eating behaviors and physical activity levels. The microsystem level suggests that a student’s physical development may be influenced by the people in student’s direct environment such a teacher who enforces daily physical activity at school.

Relationship to the literature. Childhood obesity adversely affects the physical development of children (Butte et al., 2016; Hawkins et al., 2016; Murer et al., 2016). Health complications that were once considered adult issues are now common in children who are obese. Obese children are beginning to experience the onset of puberty, chronic heart, lung, pancreas and liver diseases at very early ages (Hawkins et al., 2016; Haynes & Browne, 2016). The life expectancy of obese children continues to decline as obese

students are dealing with health complications that follow them into adulthood (Ludwig, 2016; Wang et al., 2016).

Implications for Social Change

Understanding a school’s perspective of childhood obesity, specifically among American Indian students, might lead to social change locally, within the region and nationwide. At the time of this study, the existing literature showed numerous examples of adverse effects of childhood obesity, though the case schools perspective of childhood obesity was undetermined (Derscheid et al., 2014; Dolores, 2008; Green et al., 2012; Loughrey, 2012; Mazzeo et al., 2012 and Odum et al., 2013). Findings from this case study can attest vital to the prevention and intervention of childhood obesity precisely in school settings. This study provides indications of the adverse effects of childhood obesity and how it can affect the social, emotional, physical and academic development of elementary students.

Typically, case studies put an emphasis on obesity in middle and high school. It is imperative that research on childhood obesity highlights elementary school students who are vigorously undergoing the development of his or her social, emotional, physical, and cognitive skills. Optimistically, from the results defined in this case study, the public health sector and school systems will create or implement prevention and intervention obesity programs in the elementary school settings. Utilizing the socioecological model, which considers the influence of the student’s environment on his or her behavior, childhood obesity can be addressed properly. Bronfenbrenner’s (1979) ecological system is an effective model that encourages prevention and interventions methods to prevent

childhood obesity by engaging alterations in the environment that positively influence behaviors (Bronfenbrenner & Morris, 2006). According to the ecological systems theory, if teachers’ eating habits are unhealthy, it will indirectly influence the children’s eating patterns, as the students will tend to mimic the eating patterns of the teacher and school personnel (Odum et al., 2013; Mazzeo et al., 2012).

This study may be of importance locally, to the case school, school board and the local American Indian tribes. Nationally this case study may influence policy makers, school boards, educators, parents, health professionals and tribal affiliations. Locally, this study may open a line of communication between the school personnel, students, families and tribal leaders. The participants provided many suggestions on implementing

prevention and intervention strategies; henceforward, helping students by educating the whole child, instead of solely concentrating on academic success. Other valuable

information that school personnel provided was the perception American Indian families have of childhood obesity. Cultural factors shape the larger context of the socioecological model. The socioecological model highlights how the connections between students and families within the school context can alter the school relationships and ultimately educational outcomes (Bajaj, 2009). An ecological context may be open to cultural expression when the culture is the majority of the school. When students have a sense of belonging he or she is more apt to develop relationships in the microsystem level of the ecological model (Machado-Casas, 2009).

Recommendations for Action

The responses of the 12 participants generated six recommendations. During the interviews, participants seemed very eager to suggest ways to prevent childhood obesity in the case school. The participants desired their opinions to be perceived by the school and local school board. The six suggestions made in this section were generated in collaboration with the participants.

Recommendation 1: Provide Required Professional Development for School