Public Health Nutrition: 11(8), 849–859 doi:10.1017/S1368980007001346 Healthy whole-grain choices for children and parents: a multi-component school-based pilot intervention Teri L Burgess-Champoux-, Hing Wan Chan, Renee Rosen, Len Marquart and Marla Reicks* Department of Food Science and Nutrition, University of Minnesota, 1334 Eckles Avenue, 225 FScN, St. Paul, MN 55108, USA Submitted 9 October 2006: Accepted 11 October 2007: First published online 7 December 2007 Abstract Objective: The aim of the present study was to pilot-test a school-based inter- vention designed to increase consumption of whole grains by 4th and 5th grade children. Design: This multi-component school-based pilot intervention utilised a quasi- experimental study design (intervention and comparison schools) that consisted of a five-lesson classroom curriculum based on Social Cognitive Theory, school cafeteria menu modifications to increase the availability of whole-grain foods and family-oriented activities. Meal observations of children estimated intake of whole grains at lunch. Children and parents completed questionnaires to assess changes in knowledge, availability, self-efficacy, usual food choice and role modelling. Setting/sample: Parent/child pairs from two schools in the Minneapolis metro- politan area; 67 in the intervention and 83 in the comparison school. Results: Whole-grain consumption at the lunch meal increased by 1 serving (P , 0?0001) and refined-grain consumption decreased by 1 serving for children in the intervention school compared with the comparison school post-intervention (P , 0?001). Whole-grain foods were more available in the lunches served to children in the intervention school compared with the comparison school post- intervention (P , 0?0001). The ability to identify whole-grain foods by children in both schools increased, with a trend towards a greater increase in the intervention school (P 5 0?06). Parenting scores for scales for role modelling (P , 0?001) and enabling behaviours (P , 0?05) were significantly greater for parents in the inter- vention school compared with the comparison school post-intervention. Conclusions: The multi-component school-based programme implemented in the current study successfully increased the intake of whole-grain foods by children. Keywords Children Parents Whole grains School-based intervention Psychosocial determinants Substantial scientific evidence suggests an inverse asso- ciation between the intake of whole grains and the risk of coronary heart disease, type 2 diabetes, obesity and certain cancers (1,2) . Consumption of three servings of whole grains per day has been collectively recommended by numerous government and non-governmental agencies (3–6) . Despite these recommendations, recent data from the National Health and Nutrition Examination Survey (1999–2002) showed that children and adolescents 6–19 years of age consumed only 0.8–1.0 mean servings of whole-grain products per day (7) . Overseen by the US Department of Agriculture, the National School Lunch Program provides school lunch to approximately 30 million children on a daily basis (8) . Schools are an appropriate setting for delivering programmes to change eating behaviours because young people between the ages of 5 and 17 years can be exposed to new foods on repeated occasions through school meals. Social Cognitive Theory (SCT) provides a theoretical foundation for identifying modifiable behaviours and for structuring behaviour-change interventions. This theory explains human behaviour in terms of a triadic, dynamic and reciprocal relationship in which personal factors, behaviour and environmental influences interact (9) . SCT has provided the theoretical framework for several multi-component school-based interventions involving children and parents that resulted in positive dietary behaviour change (9,10) . Theory constructs addressed in previous interventions included individual factors such as self-regulation (goal-setting and problem-solving skills), self-efficacy (confidence to carry out behaviours successfully) and outcome expectancies (preferences), y Currently at Department of Food and Nutrition, College of Human Development, University of Wisconsin-Stout, Menomonie, WI, USA. *Corresponding author: Email mreicks@umn.edu r The Authors 2007