Childhood Obesity: A heavy Burden - Research Paper Example

? Childhood Obesity: A Heavy Burden Michael ENG. 122 (English Composition II) Jared Kline Childhood Obesity: A Heavy Burden Carrying an extra burden will slow down anyone in a race. And as the load increases, the more weighed down, tired, and exasperated one gets. Just when America thinks that the economy and the health care system have hit an all-time low, more bad news to exasperate the problem mounts. Childhood obesity rates have hit epidemic proportions in the United States, with no quick panacea in sight. The dilemma permeating our schools not only poses an extreme toll to the health of youth, but to the financial system, as well. With more than 50 million students currently attending public schools in America, teachers, administrators, counselors, and other school personnel can do much to help this nation’s youth get back into healthy lifestyles. But before a full-scale war is waged against this problem, its reality and source must be exposed through the latest and most reliable research available to verify the existence and seriousness of this often overlooked and trivialized dilemma ? as solutions must be explored that can help mitigate the current crisis. Today’s epidemic of childhood obesity, along with its deleterious effects ? demonstrated through current research ? has been escalating in America over the past several decades, and preventative measures must be taken in order to improve our nation’s health, which would also take a huge burden off of our economy. The burgeoning of childhood obesity in the United States stems from many causes, from sedentary lifestyles to poor diet to lack of education – and solutions must be set in place toward reestablishing the health of our youth. But has America always had this problem with obesity? The answer is no. In fact, from 1960 to our present time, childhood obesity rates have more than tripled, soaring from 5 percent to 16.9 percent, (Ogden & Carroll, 2008). This crisis that is seen through accelerated rates of obesity that has risen for 50 years must be addressed by society. There is a direct correlation between obesity and health problems, such as heart disease, strokes, cancer, and diabetes, and health care costs to treat these problems have reached epic proportions. In 2008, $147 billion was spent in medical costs to treat health problems due to obesity, and $116 billion was spent to care for diabetes in 2007, (Center for Disease Control and Prevention, 2011). And when this generation is grows up and its metabolisms slow down, this rate will likely double for them ? if they reflect today’s obesity rate amongst American adults, which is at 33.8 percent, (Ogden & Carroll, 2008). And the foreboding statistics do not stop there. Many find it alarming that the very diseases incurred through obesity – which usually begins in childhood or is induced by poor habits learned during childhood – are on the top ten list of causes of death in Americans, with heart disease ranking as number one and diabetes registering in seventh place, (Heron, 2011). All of these statistics point to a pandemic problem with our nation’s youth that must be explored and evaluated before real changes can take place. Since approximately nine out of 10 children in this nation are enrolled in public education, it is only natural to believe that the policy makers of this massive system will be instrumental in bringing about the positive changes needed to minimize childhood obesity. The learning and practical application of knowledge – also known as wisdom – is the primary concern that educators must address today. Students must be taught how to make wise decisions regarding their health, as these concepts do not just come naturally to children. A case and point to demonstrate this reality would be to put a bowl of celery and carrot sticks next to a bag of potato chips and dip on a table in front of the classroom. Unless the students are properly trained or cognizant of possible negative reactions from adults around them, most would devour the chips and dip well before the nutritious delights. Because public schools are the breeding grounds for obese children, teachers must emphasize the importance of healthy lifestyles to students through both instruction and example, (Spruijit-Metz, 2011, p. 130). Everything from learning the food groups and eating a balanced diet to putting an emphasis on physical exercise ? as opposed to playing video ? games must be clearly laid out before students who need to learn and know that there are direct consequences to their behavior – which will all come to fruition sooner or later (Spruijit-Metz, 2011, p. 133). They must also be made aware if they fall into a particular category – such as ethnicity, gender, or other genetic factors ? that is known to be at a high risk of obesity (and the problems associated with it), such as high cholesterol leading to heart disease or diabetes. These guidelines are just the tip of the iceberg that need to be delved into in order for students to walk away from class with the mental tools that they need to combat the potentially lethal condition known as obesity. As opposed to the old saying, “What goes in must come out,” modern research shows that what goes in one’s body can often say in – especially if it is unhealthy or hazardous to one’s health. For instance, man-altered preservatives and sweeteners, such as hydrogenated oils and high fructose corn syrup are in a huge assortment of foods available at stores and restaurants today, but red warning labels are nowhere to be found around them. And school counselors and other school staff can help promote and teach an awareness of these seemingly benign harmful substances, (Larrier, Bakerson, Linton, Walker, Woolford, 2011, p. 135). Because these substances are not natural, the human body has a difficult time processing them, and they often end up accumulating in one’s body or causing various adverse effects throughout the body’s organs and circulatory system that can cause major health problems over the years. This is why it is so important that children today make wise choices when choosing what diet they will consume, and schools can play an integral role in helping and leading them into making such decisions. Monitoring, controlling, and guiding what students consume from vending machines and cafeteria lunches is well within the scope of schools’ ability to bring students back to healthier diets, (Larrier, Bakerson, Linton, Walker, Woolford, 2011, p. 129). School boards, administrators, superintendants, teachers, and counselors alike need to come together and not only get the right information into students’ hands, but the right food, as well, such providing healthy lunches with low fat and sugar and switching out vending machines with soda for ones with water or real fruit juices (Ibid.). All these changes, administered by school personnel working together, can prove effective toward lowering the rate of overweight and unhealthy students in our nation’s public school system. In a day and age when many children are more familiar with Fantasy Football than touch, flag, or tackle football, students need more than ever to exercise their entire bodies, not just their fingers over a keyboard or game controller. Video games, cell phones, television, and computers have been weighty contributors to the increasing sedentary lifestyles led by children in America over the decades. Even though many believe children ? with their seemingly limitless energy ? engage in high amounts of physical activities, and therefore do not need to worry about their diets or gaining weight, this could not be further from the truth, (Murphey, Mackintosh, & McCoy-Roth, 2011, p. 1). Spending moderate levels of time in front of the aforementioned modern-day technological conventions is not bad in of itself, but current research shows that much of America’s youth spends extended periods of time in front of these devices, and this physically latent time spent on these activities has greatly contributed to the increased obesity of this nation, especially when compared to decades ago, when not nearly as many gadgets were accessible to youth, (Murphey, Mackintosh, & Mc-Coy-Roth, 2011, p. 4). Today, many children adapt their lifestyles around using these electronics, whereas decades ago, televisions were the only diversion from reading or playing sports or physical activities outside the home. To counter this latent trend, teachers much emphasize more than ever that students need to spend quality time physically engaged during lunch and recess breaks, and make sure that physical education classes are constantly keeping children active, as opposed to sitting or standing around watching or listening to the instructor or other students. School officials must make it a priority to address and diminish the sedentary lifestyles students are leading through promoting their awareness of the unhealthy consequences of excessive dormant activities and by engaging these students in as many physical activities during the school day as possible. Another factor school personnel must take into consideration when devising a plan to tackle student obesity is their genetic or socioeconomic predisposition toward such a condition. Certain ethnic groups have a higher proclivity toward becoming obese than others, due to a mixture of factors. Studies show that greater rates of obesity are found in Hispanic and African American students in the United States that white students (Ogden, Carroll, 2010). A mixture of eating habits, less dietary options due to economic barriers, and genetics contribute to the higher rates. Hispanics are predominantly over-represented in the obesity rates, and much has to do with the combination of diet and low incomes, as one Texas study points out, (Winter & Sass, 201, p. 305). However, non-Hispanic and non-black student obesity rates have also jumped over the years, so a broad program addressing the heightened propensity students have today for becoming obese should be implemented. Yet, school systems with high proportions of black and Hispanic students should take special precautions to make sure that students don’t fall into the entrenched dietary habits that have contributed to obesity in their particular ethnic group. Healthy, low-cost food should be made readily available to these students through school food programs, and instruction pointing out the dangers of certain fattening foods prevalent in the local culture should also be provided in order to prevent the escalating incidence of obesity in minority student groups. Unfortunate problems that often arise from childhood obesity are seen in students’ social and academic lives. Being overweight during the childhood years is often referred to in academic research as being an “adverse childhood experience,” which often links academic and social problems with obesity, (Burke, Hellman, Scott, Weems, & Carrion, 2011, p. 410). Added pressures on obese students ? such as insecurity, bullying, and isolation ? often accompany them at much higher rates than students without weight issues. Learning and behavioral problems are often a direct result of obesity among youth, as overweight students have been observed as having an increased risk of emotional instability, (Burke, Hellman, Scott, Weems, & Carrion, 2011, p. 409). It is important for educators and school officials to recognize that obesity is much more than simply a physical issue, and they should be especially sensitive to problems surrounding obese students, directing them to the information and support they need to overcome their physical and emotional challenges. Consequently, America’s public schools will witness higher rates of academic failure and behavioral problems if the epidemic of obesity persists within their gates. Preventative measures against childhood obesity must be taken within public schools to ensure that a domino effect does not take place – as academic and psychological crises are witnessed to spawn from obesity. After examining the latest statistics proving that the crisis of childhood obesity in America exists, it becomes quite evident that preventative measures – focusing on instruction, diet, exercise, ethnic predispositions, and psychological repercussions ? must be taken by personnel within our public schools to counter this deadly and costly trend. An obesity rate that has more than tripled since the early 1960s has resulted in escalated health problems and financial burdens within our nation, but this trend can be stemmed and reversed by augmenting instruction and action steps inside the school gates that will provide students with the essential guiding standards and practices that will lead them to healthy lifestyles. Well planned, reasoned, and effective solutions must be put into action after analyzing the existing data – and before the health of this nation’s youth falls into an irreparable decline, along with the economy. This dilemma needs to be discussed, exposed, and remedied in order for America to get back on track and become the healthy and economically sound nation it once was. Ignoring this crisis will prove to have dire consequences on society in more ways than one. Setting achievable goals and implementing them within schools through effective and well organized programs will be a step in the right direction toward getting children back on track to establishing healthy lifestyles that will follow them later in life. Living a healthy life is part of being a responsible and upstanding citizen, and giving students strategic plans in school to reach this standard will prove to curb today’s obesity rates. A thriving society is synonymous with being a healthy society. Therefore it is essential that those within the public education system take the needed action steps ? while teaching students healthy living skills that will benefit society at large ? as the only way this nation can be resuscitated from its downward spiral is by exposing the problem of childhood obesity and exploring well formulated solutions. References Burke, N.J., Hellman, J.L., Scott, B.G., Weems, C.F., & Carrion, V.G. (2011, June). “The Impact of Adverse Childhood Experiences on an Urban Pediatric Population.” Childhood Abuse and Neglect: The International Journal, 35 (6), 408-413-31. Retrieved from http://www.sciencedirect.com/science/article/pii/S014521341100113X. Center for Disease Control and Prevention. (2011). “U.S. Obesity Trends.” Retrieved from http://www.cdc.gov/obesity/data/trends.html#National. Ezendam, N.P.M., Springer, A.E., Brug, J., Oenema, A., & Hoelscher, D.H. (2011, July, August). 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(2008). “Prevalence of Obesity among Children and Adolescents: United States, Trends 1963-1965 through 2007-2008.” Division of Health and Nutrition Examination Surveys. Centers for Disease Control and Prevention, National Center for Health Statistics. Retrieved from: http://www.cdc.gov/nchs/data/hestat/obesity_child_07_08/obesity_child_07_08.pdf. Spruijt-Metz, D. (2011, March). “Etiology, Treatment, and Prevention of Obesity in Childhood and Adolescence,” Journal of Research on Adolescence, 21 (1), 129-152. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1111/j.1532-7795.2010.00719.x/full. Winter, S.M. & Sass, D.A. (2011). “Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to Obesity Prevention and School Readiness.” Journal of Research in Childhood Education, 25 (3), 304-325. Retrieved from http://www.tandfonline.com/doi/full/10.1080/02568543.2011.580211. Read More