• Sally M Davis, Theresa Clay, Mary Smyth, Joel Gittelsohn, Vivian Arviso, Hilary Flint-Wagner, Bonnie Holy Rock, Richard A Brice, Lauve Metcalfe, Dawn Stewart, Maihan Vu, and Elaine J Stone.
• University of New Mexico, Albuquerque, NM 87131, USA. smdavis@unm.edu
• Prev Med. 2003 Dec 1; 37 (6 Pt 2): S24S34S24-34.

BackgroundPathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities.MethodsThe intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n=235), students (n=585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls.ResultsThere were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year.ConclusionA culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service.

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