School Community Partnership Tensions Prevent the Sustainability of the SNAP-ED Program

The new research reveals significant barriers to maintaining school policy, systems, and environment (PSE) change through the Supplemental Nutrition Assistance Program Education (SNAP-ED) funding partnership. A recent research article published in the Journal of Nutrition Education and Behavior identifies the capacity gaps that hinder the unbiased distribution of important health programming. The study highlights that while Snap-Ed aims to help schools maintain PSE change independently, current approaches pose challenges for underfunded schools.

This study was conducted using case studies from 19 schools within the Philadelphia School District during the 2018-2019 academic year. The researchers analyzed data from 119 interviews and 138 hours of program observations, and adopted a content analysis framework to explore sustainability barriers and facilitators in detail.

This study also examined changes in school contexts, such as resource availability and school staff experience, to grasp the comprehensive context of implementation challenges. This approach allowed researchers to identify subtle differences in how snap ED programs work in a variety of settings, shedding light on systematic issues and potential areas of improvement.

The findings revealed the disparity in understanding and expectations between SnapEd implementers and school staff. Implementers tried to hand over the maintenance of the program to school staff, but educators cited lack of resources, time and staff capabilities as major obstacles. Designating school-community partnership coordinators was highlighted as a potential solution to close these capacity gaps.

“These findings highlight the importance of realistic and shared goals for program sustainability. It is important to recognize and address the unique challenges faced by underfunded schools to ensure equitable access,” said Dr. Elizabeth Fornaro, lead author of the Philadelphia School District.

This study suggests that mutual agreement on what SNAP-ED implementers and school staff are expected to do can significantly improve the sustainability of the SNAP-ED initiative, taking into account the capabilities of school staff. These strategies allow schools to prepare them for particularly resource-lacked settings to address the capacity gaps currently hindering program maintenance.

By tailoring solutions to the unique needs of each community, SNAP-ED implementers can help create long-term and equitable access to a healthy school environment.