Date

4-29-2026

Department

School of Health Sciences

Degree

Doctor of Philosophy in Health Sciences (PhD)

Chair

Karen Parker-Davidson

Keywords

Nutritional awareness, student behavioral outcomes, food additives, hypertension prevention, rural health disparities, elementary education, Social Cognitive Theory, Health Belief Model, Ecological Systems Theory, processed foods, Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, Oppositional Defiant Disorder (ODD), nutrition education policy reform, school health programs, dietary behavior, nutrition policy reform

Disciplines

Medicine and Health Sciences

Abstract

The purpose of this case study was to explore the relationship between nutritional awareness and observed behavioral outcomes among elementary school students, with a secondary focus on how these factors may contribute to early risk indicators for hypertension and cardiovascular disease. This study was situated within Hull-Daisetta Independent School District (ISD), Texas and centered on the perspectives of both parents and educators. The theory guiding the study was the Social Cognitive Theory (Bandura, 1986) as it emphasizes the role of observational learning, social influence, and behavior change in health-related interventions. This framework supported the exploration of how nutritional awareness shapes student behavior in the classroom, as well as broader health habits that may influence long-term cardiovascular outcomes.

Data was collected through semi-structured interviews with parents and educators, as well as optional questionnaires to supplement qualitative findings. Thematic analysis was used to identify patterns in participants’ perceptions, with the goal of understanding how nutritional awareness was connected to student behavioral and health outcomes in a rural education environment.

Download

Share

COinS