Obesity Prevention in Young Children

The implementation of the planned intervention is inseparable from identifying stakeholders associated with the success of the proposed projects as well as the barriers to the intervention introduction potentially imposed by the key stakeholders. In school-based interventions, there are commonly several groups of stakeholders: external influences, structural levels, internal school layers, and the local community.

The first group of stakeholders involves policymakers and representatives of health promotion facilities. The second group that is also known as administrative includes school boards and different departments of a school setting. The third group is made up of teachers, principals, staff, and students. Finally, the fourth group covers parents and other representatives of the local community participating in arranging school life issues, such as school recreational centers, if any. (Green, Sim, & Breiner, 2013).

Based on the belonging to a particular group, the roles of stakeholders in implementing the project differ. In general, it comes down to supporting research by funding or becoming involved in it, guiding the whole process by helping determine the critical research questions, and measuring the outcomes (Vera, 2013).

For the purposes of this research, representatives of all stakeholder groups will be included in order to maximize the chances of achieving positive outcomes of the intervention. As for the first group, external influences, the objective is to seek the support of the representatives of health promotion organizations. The goal is to use the provisions of their obesity prevention programs, if any, to supplement the findings of literature research instead of financing the project.

The potential contribution of this group of stakeholders is making the theoretical background of the intervention more comprehensive, thus increasing the potential effectiveness of the program. Speaking of the second group, administrative and structural levels, the school board of a particular setting and nutrition departments will be involved. The rationale for cooperating with the school board is the necessity of making the program official. In fact, launching a school-based intervention program is impossible without the permission of the school board. As for the nutrition department, the motivation is to ask for their help in providing healthy food for children – options for choosing appropriate food.

Other stakeholders covered by the project belong to the third group – internal school layers. As for this group, teachers and students are the main stakeholders that will be involved. Their role in implementing the project is critical, as they are the foundation for success.

Students are those who will be asked to attend theoretical classes, and their accomplishments will be measured as intervention outcomes, while teachers are those who may either motivate or demotivate students to participate in the project. Finally, the fourth group stakeholders, local community, will as well be involved Specifically, the idea is to engage parents because they determine children’s diet at home and school recreational centers because they may serve as the platforms for showing effective physical exercises in practice and achieving regular exercise load objectives.

Due to the critical role of all of the stakeholders in increasing the effectiveness of the intervention program and maximizing its outcomes, it is evident that all of them are as well associated with the high risks of project failure. Regardless of the differing contribution of stakeholders to the intervention implementation, the risk of barriers is common for all of the groups – unwillingness to participate in the project, i.e. poor collaboration with stakeholders (Totura, Figueroa, Wharton, & Fasiglia, 2015).

However, the influence of this threat varies with regard to their position. For instance, it is more critical in the case of the school board and students because they are directly connected to the outcomes of the intervention due to their role. On the other hand, it is insignificant when speaking of health promotion facilities and recreational centers because it is not complicated to find alternatives for their contribution.

Still, it is possible to prevent the risk of barriers mentioned above. Because of the commonality of this risk, the strategy for preventing it is the same for all groups of stakeholders. It centered on providing them with a detailed plan of the proposed intervention and expected outcomes. This step is imperative in order to guarantee that all key figures are well-informed of the planned actions so that the risks of ignoring the intervention due to misunderstanding it is minimal (Borys et al., 2012).

The main idea is to lay stress on the criticality of the problem by pointing to the national trends in childhood obesity as well as identifying local issues. More than that, it is essential to mention a wide range of obesity-related health concerns, especially for those stakeholders who are not familiar with the scope of the challenge (parents, school board and departments, recreational facilities, and students). However, in the case of failing to avoid barriers, there are always alternative strategies for minimizing risks. For instance, it is possible to change a school setting if the school board does not support the initiative or do exercises at home or schoolyard if the community stakeholders do not get involved.


Borys, J. M., Bodo, Y. L., Jebb, S. A., Seidell, J. C., Summerbell, C., Richard, D., … Swinburn, B. (2012). EPODE approach for childhood obesity prevention: Methods, progress, and international development. Obesity Reviews, 13(4), 299-315. Web.

Green, L. W., Sim, L., & Breiner, H. M. (Eds.). (2013). Evaluating obesity prevention efforts: A plan for measuring progress. Washington, DC: The National Academies Press.

Totura, C. M. W., Figueroa, H. L., Wharton, C., & Fasiglia, F. F. (2015). Assessing implementation of evidence-based childhood obesity prevention strategies in schools. Preventive Medicine Reports, 2, 347-354. Web.

Vera, E. M. (Ed.). (2013). The Oxford handbook of prevention in counseling psychology. New York, NY: Oxford University Press.

Calculate the price
Make an order in advance and get the best price
Pages (550 words)
*Price with a welcome 15% discount applied.
Pro tip: If you want to save more money and pay the lowest price, you need to set a more extended deadline.
We know how difficult it is to be a student these days. That's why our prices are one of the most affordable on the market, and there are no hidden fees.

Instead, we offer bonuses, discounts, and free services to make your experience outstanding.
How it works
Receive a 100% original paper that will pass Turnitin from a top essay writing service
step 1
Upload your instructions
Fill out the order form and provide paper details. You can even attach screenshots or add additional instructions later. If something is not clear or missing, the writer will contact you for clarification.
Pro service tips
How to get the most out of your experience with Online Academic Experts
One writer throughout the entire course
If you like the writer, you can hire them again. Just copy & paste their ID on the order form ("Preferred Writer's ID" field). This way, your vocabulary will be uniform, and the writer will be aware of your needs.
The same paper from different writers
You can order essay or any other work from two different writers to choose the best one or give another version to a friend. This can be done through the add-on "Same paper from another writer."
Copy of sources used by the writer
Our college essay writers work with ScienceDirect and other databases. They can send you articles or materials used in PDF or through screenshots. Just tick the "Copy of sources" field on the order form.
See why 20k+ students have chosen us as their sole writing assistance provider
Check out the latest reviews and opinions submitted by real customers worldwide and make an informed decision.
For some reason I did not get an email that the order was done, but it was on time regardless
Customer 453291, October 16th, 2022
Very fast response and did a excellent job.
Customer 453201, May 31st, 2022
Emergency Management
Overall, I think it's a great service. I have yet to submit the assignment, so I don't know what kind of grade I'll get. But customer service was excellent. Reviews were made and the assignment proofed for satisfaction.
Customer 453015, December 15th, 2021
Customer 453057, May 23rd, 2022
Thank you so much for your help! :)
Customer 453167, May 11th, 2022
Thank you. No issues
Customer 453139, April 17th, 2022
Paper much better compared to the one prior revision request. References need to be no more than the past 5 years.
Customer 452547, July 20th, 2021
Customer 452591, March 18th, 2021
Business Studies
First of all, the writer made sure that he completely understood my assignment and all the guidelines before he began writing. My paper was finished very fast and well before the specified deadline. I thought it was written excellently. He definitely completely grasped the topic. Overall, he is a great writer and I couldn't have asked for better.
Customer 452441, November 29th, 2021
English 101
very good paper thank you.
Customer 453083, February 18th, 2022
Great paper, Thank you so much.
Customer 453209, October 4th, 2022
English 101
IThank you
Customer 452631, April 6th, 2021
Customer reviews in total
Current satisfaction rate
3 pages
Average paper length
Customers referred by a friend
15% OFF your first order
Use a coupon FIRST15 and enjoy expert help with any task at the most affordable price.
Claim my 15% OFF Order in Chat
Live ChatWhatsApp