Junk Food, Marketing, and Behavior
From WikEd
Descriptions, definitions, synonyms, organizer terms, types of
JUNK FOOD Junk food is everywhere and it is being consumed by our students in record quantities. “Junk food” is food which traditionally has no nutritional value. It deprives the body of necessary nutrients and its over consumption over time leads to obesity, medical problems, and behavioral problems. Some examples are: “Salted snack foods, candy, gum, most sweet desserts, fried fast food and carbonated beverages...”(Ask the Dietitian) Junk food consumption is associated with various physical ailments including obesity, Type II diabetes, heart attacks, and decreased life expectancy. (Critser, 2003) Because of junk food, “our children’s life expectancy could be lower than our own.” (Lempert, 2005) Junk food is also a major cause in the 23 percent of American children who are overweight. (Assuras, 2001) Fast food and the increasingly available category of junk food is stongly correlated to the “300 percent increase in the rate of U.S. children who are either overweight or obese.” (Lempert, 2005)
MARKETING defined is “The process of planning and executing the pricing, promotion, and distribution of goods, ideas, and services to create exchanges that satisfy individual and organizational goals." (wikipedia.org) The marketing that is used in the junk food industry is primarily targeted at young children with the goal of hooking life-long consumers of their products. “Each year, the average child sees about 40,000 commercials on television alone…the majority ….targeted at them are for candy, sugared cereal, and fast food.” (Lempert, 2005) Unfortunately, young children do not understand the intent behind marketing and they take advertising as unbiased, especially when they are infused with their favorite cartoon characters or colorful graphics that appeal to young children. (Lempert, 2005) The marketing has also targeted children due to their purchasing power with disposable income (just enough to buy junk food) and their persuasive ability to influence parents’ food purchase decisions. (Nestle, 2003) Marion Nestle devotes an entire book, Food Politics to the behind-the-scenes dealings of the food industry. Her major focus in the text is on the marketing towards children. She points out that the new era of marketing is in product placement all around us. This food marketing is aimed directly at children through video games, movies, the Internet, billboards, radio, and is even found in schools. (Nestle, 2003)
BEHAVIOR Teachers who have been in the profession over the past 20-30 years have seen a shift in behavior. Teachers are increasingly attempting to “…quell a sugar-induced rebellion after each lunch hour.” (Maser, Michael, 2000) As one teacher observed her class, she firmly stated, “Their diet was affecting their energy levels and ability to concentrate.” (Morris, from Crute, 2005) A U.S. based Center for Science in Public Interest (non profit) charged in 1999 that federal agencies and food organizations are simply ignoring the fact that diet affects behavior. (Maser, 2000) Many behavior swings are associated with the high and low effects of sugar where insulin surges to counteract the strong presence of sugar only to be left weakened making the child crash and feel hungry after just a couple hours. This can cause children to become hyperactive after sugary foods after breakfast, snack, and lunch. At home, it may cause a child to stay up after a sugary night snack, interrupting normal sleep patterns. This eating behavior is also what can cause the crash afterwards which manifests in drowsiness and lack of concentration. Even caffeine from soda sold in school vending machines causes such behavior swings. (Maser, 2000)
Application in classrooms and similar settings
Junk food surrounds our children in a new “toxic food environment” which is made worse by a bombardment of advertisements through media directed at children. (Murray, 2001)
Junk foods are altering the structure and function of the human brain while increasing and decreasing insulin levels so quickly that junk food leaves students groggy in class. (Simontacchi, 2000) A child’s brain continues to develop through until adulthood; many of the foods that students eat affect the growth of critical areas of their brain. When growth is disrupted, in can cause negative behavior reactions in the classroom. Often times, doctors do not seek the root of the problem (food) but instead they mask the behavioral symptoms with drugs such as Ritalin or Prozac which have their own series of side effects, all while the brain development continues to be damaged. (Simontacchi, 2000)
Continued research has shown that kids whose diets are saturated with high sugar, low-nutrition content junk food function poorly in the classroom. Their cognitive skills are impaired and most frequently they face anxiety and hyperactivity which affect their ability to concentrate on tasks that require serious attention in the classroom. (Crute 20005) Most students have access, in schools, or at least in their lunches, to high sugar caffeinated beverages. Parents of teenagers see this as a symptom of having a lot of work and that their children feel they have to drink these beverages to “stay awake”. (Nestle, 2003) Perhaps the stress of school has increased so much that the average student needs to consume 26 ounces of soft drink per day. (Nestle 2003). The contributing factor to the 325 to 600 calories that the typical teenager consumes all come from sugar. Because sugar creates a roller coaster of energy in one’s body, the more likely problem is that of sugar addiction. This is where the hyper activity (after sugar) and drowsiness (one to three hours after sugar) come from.
Food lobbies are one of the main influencing factors in children’s health education. Free lessons from M&Ms, soda machines in schools, and the extremely flawed food pyramid are all found in most schools. (Nestle 2003) Unfortunately, one of the biggest contributor to the alarming rise in obesity and the behavioral consequences of poor nutrition in the past 15 years is the food pyramid, strongly influenced by food lobbies. (Nestle, 2003). The food pyramid was largely touted as scientifically based and included in all health textbooks even up through 2005. Most scientists have long argued that this pyramid is flawed and should not be taught in classrooms. The base of the food pyramid (showing the highest quantity of intake) indicates that the average person should take in 6-11 servings of carbohydrates. The old pyramid of the early 90s does not differentiate between highly refined carbohydrates and whole grains. Most food distributors actually switched to highly refined versions and cut out the fat (but added high fructose corn syrup). Refined grains is not the answer; it the same effects on behavior as sugar since it enters the blood stream so quickly and does not leave a “full” message for the brain to indicate that the child should stop eating. Instead, that student sits in class craving more carbohydrates and sugar. Both cravings are linked due to their similar effects on the body.
Evidence of effectiveness
Schools and even individual teachers and students can begin to make an impact on cutting out the sugar and fat saturation of school cafeterias. However, it is a challenge; most students who consume these products are addicted and will demand more. Across the country, teachers and students are tired of the negative effects junk food is having on student attention and they are beginning to change their school’s offerings while properly educating students on practical nutrition information that will allow them to become informed consumers. The results from those schools that have made the changes are very promising.
Teachers can have the greatest influence on children, especially those at a young age. It’s important for teachers to teach the right information at as young an age as possible. By middle school, most students have already developed their eating behaviors which are very hard to break. Teachers can set examples by how they eat, introduce new food to students, and offer healthy foods on party days and as rewards. (Crute, 2005) Evidence shows that by continually working to form habits with children, the students will have “better attendance, better behavior, and overall better performance.” (Crute, 2005)
In the Fall of 1998 a school for students with behavioral problems (“Alternative School) in Appleton, WI brought in a new lunch program that included whole grains, fresh foods, and vegetarian offerings, all while removing the tempting pop machines. (Maser, 2002) The experiment was an incredible success. The principal reported strongly in favor of the program: “I would rather quit my job than put another pop or candy machine back in the school. The students regularly tell me they love the food and they feel more motivated and alert because of it. Last year, or the first time in 20 years as a principal, I reported no incidents of violence among students, no expulsions, not cases of drug abuse, and no suicides. I attribute this directly to improved diet.” (Principal Lu-Ann Coenen from Maser, 2002)
Critics and their rationale
THE CONSUMER Students (children) are primary consumers and purchasers of junk food. Many are so used to this type of food that if it’s taken away from them, they will bring their own from home or leave during lunch period at open campus schools.
ADMINISTRATION Likewise, schools are often hard-pressed for money to fill in their budget gaps. Coupled with student preference for junk food, due to addiction and flavor, school administrators use various rationales to criticize the anti-junk food rallying cry. In the Terry Fox Secondary school, lunch offers include fast food chain option pizza hut along with candy, chocolate, and lollipops. (Maser, 2000) The school principal says that the addition of branded foods (which generates additional revenue for the school) has been a form of “behavior control” in that it keeps students on campus. He also proclaims its virtues in employing union workers and costing less so all students can afford it. (Maser, 2000)
FACULTY Teachers are mostly uneducated about the problems of fast food and often believe they know what is best. Most of their personal knowledge is influenced by the same factors at work with their students. Therefore, getting proper health education in place is challenging. With confusing and conflicting information, teachers often resort to prescribed lesson plans that are easy to use and current. However, most of these lesson plans are created by food producers such as the “Dairy Foundation” which present biased emphasis on their own product. (Maser, 2000) Most of these materials are free, so the districts push teachers to use them over textbooks that they would otherwise have to purchase. Because most teachers are incorrectly educated, they don’t even know that they are teaching the wrong information that may harm their students in the long run.
TAXPAYERS Changing school cafeterias to provide healthier options costs taxpayers extra money. In a recent study by RTI (a firm conducting surveys on public health), this problem of wanting change but not wanting to fund it is shown to be very strong. “…less than 50 percent were willing to fork over an additional $100 per year in taxes to support such anti-obesity efforts.” (Crute, 2005) Since schools are funded locally, often the schools that need the most overhaul in their food program are the ones that do not receive it. Sugar and fat laden food are simply cheaper to produce. The government even subsidizes one of the greatest sugary nightmares: corn. Corn is most often used to produce high-fructose corn syrup, a cheap but damaging alternative to sugar, used in many cheap foods in schools.
Alternative explanations due to Diversity considerations
One of the greatest widening gap of diversity is socioeconomic status. The poor and wealthy classes are growing while the middle class is shrinking in the United States. Coupled with cheap food, the result is a poor outlook for the poor class. We live in a country where food is a part of the “paradox of plenty”. (Nestle, 2003) People of low socioeconomic status face two strong problems with food: they can’t afford to spend a lot of money one it and the cheapest food available is usually the well-marketed, government-subsidized brands with the lowest nutritional quality. (Nestle 2003) In addition, most of the food in poor high-population density city areas is purchased at convenience stores. These stores usually stock their shelves with foods that have long shelf-lives but are prepackaged and packed with preservatives. Therefore, the poor class is often overfed but undernourished in the important foods their bodies actually need. This is one reason why students in schools located in poor neighborhoods often have behavioral problems.
Signed “life experiences”, testimonies and stories
I think that the childhood obesity epidemic is directly coorelated with the marketing strategies of many junk food companies. The sugary cereals and cup cakes have bright colors and cartoon figures to attract children. By doing this, they start eating unhealthfully in the early stages and develop habits that continue on throughout thier life (which is ineviteably shorter that it could be if they had eaten healthyfully). It is truly an upsetting concept and I am ashamed of how ruthless the marketers are and how mindless we can be as consumers. -N.R.
Our school has taken out candy, but still has pop, pizza, chips available in the cafeteria. There are certain students I see as I walk past the cafeteria, that have the same junk food every day. THere is literally nothing healthy except the nine grain bread and a turkey sandwich. Everything else comes to you greasy, fried, and full of calories. No wonder the obesity rate is going up because these kids are eating this stuff and not exercising enough. I think the video game era has hindered on the students wanting to be active and moving. -C. McCulley
A few students come into class in the morning on occasion after stopping by the local Dunkin Donuts and they’re wired. Most of the students are pretty calm in the mornings, being that it’s so early for them to wake up. It’s very telling how I can easily see who has broken their fast with donuts and lattes. I don’t even have to see evidence of crumbs. By the hour before lunch, those same students sit in class nodding off, even during an exciting debate where all the class is involved. I can only imagine what their brains and stomachs are feeling. The brain is struggling for energy to think and the stomach has used all its food energy and is craving more sugar. Are those Dunkin Donuts victims dreaming of chocolate bars for lunch? I can’t get inside their heads, but when I call on one of those students to ask for some contribution to the topic, they clearly don’t know what we’re even talking about.
Unfortunately, lunch at our school is a disguised sugar haven. All the hot foods come prepackaged in what looks like a microwave entrée. It’s prepared far ahead of time with lots of sodium to preserve it on its long haul. A typical decent vegetarian lunch that I have had the not so pleasurable experience of trying, contained the following: a grilled cheese “uncrustable” sandwich (380 calories and a few grams of trans fat), chocolate milk(with high sugar content) or white milk (which one do you think they choose?) fruit in syrup, ketchup packet (yes, that counts as the vegetable but it’s mostly sugar anyways) and a bag of cookies also with trans fat and sugar. Where is the fiber, quality proteins, or even a nutrition label on anything besides the rare pre-bagged grilled cheese sandwich? This type of lunch has the same effect as the Dunkin Donuts breakfast, but unfortunately, about 70-80 percent of my class eats this food on a daily basis. Even more startling is the fact that there is nowhere can concerned parent can find any information about nutrition. I had previously emailed the food service company that services our school on two occasions and received no response. Unfortunately, by looking at their web site, I could clearly see that nutrition was certainly not their greatest concern.
“One key to a successful food service program is increasing sales; FSP offers a variety of programs that increase student participation, including: • Menu items students prefer such as pizza, nachos, and pasta • Prices which are lower than comparable menu items in restaurants • Exciting promotions and special events • Merchandising programs that create an attractive contemporary image • Branded menu choices such as Pizza Hut, Connie's Pizza, Frito-Lay and Nacho Naturals.”
-(Food Service Program) Somehow, the above doesn’t seem to place nutrition at the forefront. Towards the end of the self-promotion, the Food Service Program page states, “Our staff of dietitians and food service professionals designs meals that provide excellent nutritional values.” If this is true, why are they hiding the nutrition information? Why are there still excessive amounts of trans fat? Why are there only occasionally vegetables included? Why does a sugary dessert have to be included in every meal?
Unfortunately, it seems as if there’s a long way to go with food service in schools where cost is the bottom line and the majority of parents are kept in the dark about the true “nutrition” of their children’s brain food. ----Laura Keener
Laura, I think you bring up a really interesting topic. I'm sure some of these same effects are felt in the business world, as well by adults! I've seen two descriptions of alternative formats for school lunches that are intriguing. The first was an article about a woman in Los Angles who was a chef and started working with a Los Angeles public school. She helped the students plant a garden, and then they created school lunches from the garden. It has been at least several years since I saw that article in a Sunday paper. The second exampmle was a 60 minutes interview with a British chef who is known as the "Naked Chef". He is on a mission to change the food the British kids are eating in schools. He is proving that it is *not* more expensive to do so. His biggest form of resistance he said was from parents, who wanted to know when their kids would start eating *real* food again. At first the kids didn't eat the stuff, but 6 months later, they were happily eating. E. Bearden
The issue of junk food in schools is such a hot topic today. When I was talking to my students about this issue, they were adimant about it and were complaining endlessly about how the food in our school's cafeteria is disgusting and there should be more of a variety of foods available to them. I actually think our students get quite nutritious meals, though I have never sought to find out about the nutritional contents of the meals. I think this could yield some very interesting findings. I say our school's meals are nutritious though because there is always either a vegetable or fruit, along with protein and/or carbs contained in the meal. Unlike some schools, our school does not offer fries, sub sandwiches, chips, pizza, and cookies, to name a few everyday. Students would love this, but it is not an option. Also, students get milk - either skim, 2% white or chocolate milk. There are no other options. This really aggravates them, for they would like to drink pop or juice rather than milk. All in all, I think my school does a great, commendable job keeping our students healthy with the foods that are provided during lunch. I wonder how many other schools lunch services are similar to ours. ~K. Kleckauskas
I am greatly concerned with the amount of junk food I see around our school. Students devoure bags of chips, cookies, and doughnuts during our morning 10-minute break. We also have an open lunch so students will return to school after eating at places such as McDonalds and bring those HUGE fountain sodas back with them. As a band director, I also dislike this policy for another reasons. Not only is it unhealthy, but they play their instruments after eatting this junk food and are blowing sugar, and other food particles into their instrument. Needless to say, this will ruin their horns over time and can cause them to be sick because if they don't clean their instruments out mold will start to grow. It's just gross. - C. Cyrus
The "soda (pop) black market" has begun at my school since the ban on softdrink vending machines. I feel as if a 'prohibition' period has begun and the consumption of pop and candy has increased as it is now 'illegal.' This worked really well with alcohol, hopefully it still works today. -Jakob
A great majority of the students in my school eat breakfast,lunch,and snack provided by the free lunch government program.I often worry that the nutrition of the meals are not sufficient but I know that there is an emphasis on healthy meals.Another worry is that when schools are not in session are the students receiving proper meals.The schools are providing services that the home used to provide-meals and before/afterschool care.I just hope we are providing sufficient care to meet the students needs. A.Harty
I have a major problem with the amount of junk food that is allowed to be sold in schools today. With the majority of Americans being obesity why should we allow our students to have this type of influence in their life today. We need to bring them into reality and provide them with better meals and not the junk food and candy that they have today in schools. Nic D.
References and other links of interest
Childhood Obesity Fueled by Marketing Tactics Lempert, Ted (San Francisco Chronicle)
Critser, Greg (2003) Fat Land Houghton-Mifflin: New York.
Failing Kids with Fast Foods in the Cafeteria Maser, Michael Feb 2000
Fast Food Culture Serves up Super-Size Americans Murray, Bridget 2001 (Monitor on Psychology)
Fast Food, Fat Children Assuras, Thalia 2001 CBS News
[http://www.fspro.com/fsp-about.html Food Service Program
Growing Pains Crute, Sheree March 2005 (National Education Association)
Nestle, Marion (2003) Food Politics. University of California: California.
Schlosser, Eric. (2002) Fast Food Nation. Perennial: New York.
Simontacchi, Carol (2000) The Crazy Makers: How the Food Industry is Destroying our Brains and Harming Our Children. Tarcher Putnam Publications: New York.
