Tensions in School-Community Partnerships Hinder Sustainability of SNAP-Ed Programs

New research reveals significant barriers to sustaining policy, systems, and environmental (PSE) changes in schools through Supplemental Nutrition Assistance Program-Education (SNAP-Ed)-funded partnerships. A recent researchopens in new tab/window article published in the Journal of Nutrition Education and Behavioropens in new tab/window, published by Elsevier, identifies capacity gaps that hinder equitable distribution of vital health programming. The study emphasizes that while SNAP-Ed aims for schools to independently sustain PSE changes, the current approach often poses challenges for under-resourced schools.

The study was conducted using case studies from 19 schools within the School District of Philadelphia during the 2018–2019 academic year. Researchers analyzed data from 119 interviews and 138 hours of program observations, employing a content analysis framework to explore sustainability barriers and facilitators in-depth. The research also considered variations in school contexts, such as resource availability and the experiences of school staff, to capture a comprehensive picture of implementation challenges. This approach allowed researchers to identify nuanced differences in how SNAP-Ed programs function in diverse settings, shedding light on systemic issues and potential areas for improvement.

Findings revealed a disparity in understanding and expectations between SNAP-Ed implementers and school staff. While implementers sought to hand off program maintenance to school staff, educators cited a lack of resources, time, and staff capacity as major obstacles. Designating school-community partnership coordinators was highlighted as a potential solution to close these capacity gaps.

Lead author Elisabeth Fornaro, PhD, The School District of Philadelphia, explained, “These findings underscore the importance of realistic and shared goals for program sustainability. To ensure equitable access, it’s crucial to acknowledge and address the unique challenges faced by under-resourced schools."

This study suggests that mutual agreement about what SNAP-Ed implementers and school staff are expected to do, with consideration of school staff capacity, could significantly enhance the sustainability of SNAP-Ed initiatives, as would SNAP-Ed implementers maintaining a consistent presence, with Direct Education lessons leveraged to enhance visibility. These strategies ensure schools are better equipped to address the capacity gaps that currently hinder program maintenance, especially in under-resourced settings. By tailoring solutions to the unique needs of each community, SNAP-Ed implementers can help create long-term, equitable access to healthy school environments.

Notes for editors

The article is “Something’s Got to Give": How the Tensions of School-Community Partnerships Challenge the Sustainability of SNAP-Ed Funded PSE Programming Within Schools,” by Elisabeth G. Fornaro, PhD; Erin McCrossan, PhD; Soula Servello, MS; Peter Hawes, MPP; Ebru Erdem, PhD; and Katrina Struloeff, PhD (https://doi-org.ucc.idm.oclc.org/10.1016/j.jneb.2024.09.004opens in new tab/window). It appears in the Journal of Nutrition Education and Behavior, volume 57, issue 1 (January 2025), published by Elsevier.

The article is openly available at https://www.jneb.org/article/S1499-4046(24)00445-7/fulltextopens in new tab/window.

The authors would like to acknowledge that this material was funded by the US Department of Agriculture's Supplemental Nutrition Assistance Program through the Pennsylvania Department of Human Services. The authors disclosed no conflicts of interest.

Full text of the article is also available to credentialed journalists upon request; contact Eileen Leahy at +1 732 406 1313 or [email protected]opens in new tab/window to obtain a copy or additional information. To schedule an interview with the author(s), please contact Elisabeth Fornaro, PhD, The School District of Philadelphia, at [email protected]opens in new tab/window.

An audio podcast featuring an interview with Elisabeth Fornaro, PhD, and other information for journalists are available at https://www.jneb.org/content/mediaopens in new tab/window. Excerpts from the podcast may be reproduced by the media with permission from Eileen Leahy.

About the Journal of Nutrition Education and Behavior (JNEB)

The Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior (SNEB), is a refereed, scientific periodical that serves as a resource for all professionals with an interest in nutrition education and dietary/physical activity behaviors. The purpose of JNEB is to document and disseminate original research, emerging issues, and practices relevant to nutrition education and behavior worldwide and to promote healthy, sustainable food choices. It supports the Society's efforts to disseminate innovative nutrition education strategies, and communicate information on food, nutrition, and health issues to students, professionals, policymakers, targeted audiences, and the public.

The Journal of Nutrition Education and Behavior features articles that provide new insights and useful findings related to nutrition education research, practice, and policy. The content areas of JNEB reflect the diverse interests of health, nutrition, education, Cooperative Extension, and other professionals working in areas related to nutrition education and behavior. As the Society's official journal, JNEB also includes occasional policy statements, issue perspectives, and member communications. https://www.jneb.org opens in new tab/window

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