The aim of the present study was to pilot-test a school-based interventiondesigned to increase consumption of whole grains by 4th and 5th gradechildren.

This multi-component school-based pilot intervention utilised aquasi-experimental study design (intervention and comparison schools) thatconsisted of a five-lesson classroom curriculum based on Social CognitiveTheory, school cafeteria menu modifications to increase the availability ofwhole-grain foods and family-oriented activities. Meal observations ofchildren estimated intake of whole grains at lunch. Children and parentscompleted questionnaires to assess changes in knowledge, availability,self-efficacy, usual food choice and role modelling.

Parent/child pairs from two schools in the Minneapolis metropolitan area; 67in the intervention and 83 in the comparison school.

Whole-grain consumption at the lunch meal increased by 1 serving (P < 0·0001) andrefined-grain consumption decreased by 1 serving for children in theintervention school compared with the comparison school post-intervention(P < 0·001).Whole-grain foods were more available in the lunches served to children inthe intervention school compared with the comparison schoolpost-intervention (P <0·0001). The ability to identify whole-grain foods by children inboth schools increased, with a trend towards a greater increase in theintervention school (P =0·06). Parenting scores for scales for role modelling (P < 0·001) and enablingbehaviours (P <0·05) were significantly greater for parents in the interventionschool compared with the comparison school post-intervention.

The multi-component school-based programme implemented in the current studysuccessfully increased the intake of whole-grain foods by children.