Factors Impacting The Development Of Teachers' Relationships With Students Who Are Obese

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Nakesha Merritt Dawson (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Robin Moeller

Abstract: This case study explores the first person viewpoints of K-12, public education teachers on their knowledge about childhood obesity. The study asks what teachers know about childhood obesity and the impact, if any, that it has on them (as a teacher) when dealing with their students. The findings of the study suggest that while teachers have a basic knowledge of childhood obesity, this knowledge does not typically come from trainings received as educators and therefore, it is not as relevant in the classroom. Teachers place getting to know their students and creating positive relationships in the classroom with higher importance than they do addressing obesity issues only. Teacher participants identified that in caring for all students, issues of obesity will be addressed but unless mandated by the school or district, extra efforts will not be put forth as there are other things given by schools that must take precedence. Teachers identified success with students as not coming from their knowledge of childhood obesity factors but of being able to know their students and tailor instruction and activities based on that knowledge. Equally important, teachers acknowledge, caring for the whole child is paramount in educating students.

Additional Information

Dawson, N. (2018). "Factors Impacting The Development Of Teachers' Relationships With Students Who Are Obese." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2018
Childhood Obesity, Care Theory, Teacher/Student Relationship, Whole Child Theory

Email this document to