Crossposted from the Worldwatch Institute's Nourishing the Planet.

As summer comes to an end, school is just around the corner for children across the United States. For children enrolled in state schools, this typically means the return of unhealthy lunches that are best described as "fast food": hamburgers, chicken nuggets, fried snacks, and sugary soft drinks. Yet school lunch programs can play a key role in reinforcing healthy eating behaviors by integrating such measures as school gardens, nutrition education, locally sourced organic food, and efforts that affirm the value of mealtimes.

Childhood obesity is a major problem in North America, where annual obesity rates have seen significant gains in recent decades. According to the U.S. Centers for Disease Control and Prevention, 17 percent of U.S. children and adolescents aged 2-19 are obese, nearly triple the share in 1980. Many studies document the connection between a school's food environment and dietary behaviors in children. As anyone who grew up in the U.S. public school system can attest, lunches served in the country are highly processed and high in sodium, sugar, and fat.

Initiatives that connect schoolchildren to fresh, healthy foods and that encourage healthy eating habits from a young age are critical to ending the obesity endemic. One example is the U.S.-based 30 Project, which brings together key organizations and activists working on hunger, obesity, and agriculture to talk about their visions for the food system over the next 30 years. The effort is exploring long-term solutions to address obesity and improve the food system by ensuring that everyone has easy access to fresh fruits and vegetables, among other goals.

With children preparing to begin the school year, Nourishing the Planet offers the following five solutions for schools to encourage healthy eating:

• Connect Local Farmers to Schools: Providing locally sourced foods in school cafeterias improves diets and strengthens local economies. The U.S. state of Vermont is a leader in the nationwide Farm to School movement, which integrates food and nutrition education into classroom curricula and serves local foods in school cafeterias. Over the past decade, 60 percent of Vermont schools have joined the effort, forming a statewide network aided by the state's Agency of Agriculture, Department of Health, and Department of Education. Children benefit from farm-fresh foods for breakfast and lunch, and local farmers expand their business into a market worth over $40 million. Urban areas across the United States, from New York to Los Angeles, are also participating in this growing movement.


• Savor Mealtimes: Emphasizing the importance of mealtimes teaches children to appreciate the value and taste of good food. France, which has one of the lowest rates of childhood obesity in Europe, takes lunch very seriously. School lunches are well funded, and every part of the meal is prepared on school grounds in professional-grade kitchens--a stark contrast to the heat-and-serve kitchens in U.S. schools. Kids from preschool to high school are served four- to five-course meals and are encouraged to take time eating and socializing with friends. At some schools, detailed menus even suggest what parents should serve their children for dinner. Soft drink and snack machines are banned from school premises.


• Implement School Gardens: School gardens provide hands-on opportunities for children to cultivate and prepare organic produce. In the United States, REAL School Gardens creates learning gardens in elementary schools in high-poverty areas of north Texas. The organization has found that the school gardens not only nurture healthy lifestyles and environmental stewardship, but can also improve academic achievement through active participation. REAL School Gardens supports 81 schools, providing daily access to nature for more than 45,000 children and 2,700 educators.


• Nutrition Education: The city of Chicago's public school district doesn't offer mandatory nutrition education as part of its curriculum. To fill this void, the nonprofit Communities in Schools of Chicago (CISC) connects 170 schools to volunteer professionals who run a broad range of programs that address the social, emotional, health, and enrichment needs of students. Demand for nutrition classes has almost tripled in the past four years. This is due in part to the results of a Personal Health Inventory administered by CISC to more than 5,000 students, which showed that nutrition was the lowest scoring area.


• Equal Access to Healthy Foods: Childhood obesity disproportionately affects low-income families that may not be able to afford healthy foods. Schools in Greeley, Colorado, are taking a giant leap forward by cooking every meal from scratch. This is a much healthier alternative to the processed factory-food items that dominate school cafeterias today, and can be more cost effective for poorer school systems that take advantage of U.S. federal reimbursement rules. With 60 percent of the city's students qualifying for free or reduced-price meals, Greeley is proving that it isn't only rich school districts that can provide their children with healthy meals.

Additional Examples:

• The Community Alliance with Family Farmers (CAFF) coordinates relationships among school cafeterias and local food producers in California's San Francisco Bay Area, bringing nutritious meals to students who might not otherwise be able to afford them.


• The Fresh from the Farm program in Chicago conducts classroom activities such as tastings, cooking demonstrations, visits from farmers, helping in school gardens, and field trips to local organic farms.


• Revolution Foods delivers tasty and healthy breakfasts, lunches, and snacks to schools in Colorado, California, and Washington, D.C. Many of the ingredients are organic and locally sourced, and no artificial flavors, trans fats, high-fructose corn syrup, or milk with hormones and antibiotics are used at all.


• Seeds of Nutrition helps schools in Atlanta, Georgia, start school gardens and teach children how to prepare delicious recipes using the fruits of their labor. The group also collaborates with teachers to create cross-curricular lessons that center on gardens and food.


• The Edible Schoolyard in Berkeley, California, is a one-acre organic garden and kitchen classroom where inner-city students at a local Middle School participate in all aspects of growing, harvesting, and preparing seasonal produce.


• New York City's enormous school district used its market power to pressure vendors to reduce food prices and eliminate unhealthy items, including fried food, artificial ingredients, and trans fats, from its cafeterias. With this welcome change, many children now enjoy fresh fruit, salad bars, whole-grain breads and pasta, and foods made with low-fat and low-sodium recipes.


• In 2010, Italy adopted a nationwide policy to supply all school cafeterias with locally sourced organic food in an effort to curb childhood obesity and preserve culinary traditions. Seventy percent of all school cafeteria food in Rome is now organic, with ingredients coming from 400 Italian organic farms.

Obesity is an immense problem for children growing up in today's world of processed junk food, but many opportunities exist to reverse this trend. Schools are the most efficient means of transmitting healthy behavioral changes that can last a lifetime to students, families, and communities. It all starts with connecting schools to the best foods available: fresh, organic, and local.

(Cross posted at "For Our Futre.")

A group of student activists recently disrupted an anti-immigration speech at Columbia University. Progressives should immediately distance ourselves from this kind of behavior. It is both anti-democratic and hurtful to the progressive cause.

Free speech is a basic freedom cherished by the vast majority of Americans. It is the basic foundation of a democratic society. We cannot have important debates about the future of the country without a broad sharing of views. No one should be prevented from speaking, no matter how despicable we may find their views. Progressives can win on the power of our ideas--we don't need to shut down our opponents.

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Iara Peng, the executive director of Young People For, has written an article outlining the training programs available to conservative youth. She contrasted that with the opportunities offered for young progressives and argued that the left needs to put more money into youth outreach. I wrote about this issue almost two years ago. I agree with the general premise of her article, but I think Peng ignores a major failure of progressive movement's outreach programs for young people.

It's not enough to train youth to be activists and organizers. The left needs to invest in building a training infrastructure that nurtures young people to be strong public of progressive values. Ann Coulter and Michelle Malkin didn't come from nowhere. They were created by the right-wing media machine. If the progressives want to win the battle of ideas, we need to build the next generation of pundits and intellectuals.

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(Cross posted on "For Our Future.")

In the coming days, the Department of Education will unveil a plan for national student database. This proposal is a radical expansion of government power and would allow federal officials to track everything from financial aid to standardized test scores. Educators and student activists have raised concerns about the database, but the issue is almost completely shut out of the national media. The major news organizations need to start paying attention to this issue--a national federal database must be carefully scrutinized by the public before becoming policy.

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(Links avalible at htpp://benwaxman.blogspot.com)

There is a lengthy article in September's issue of The Washington Monthly about the new national educational database proposed by the Department of Education. It's written by Kevin Carey, who is a research and policy manager at Education Sector. Carey is a strong supporter of the database and believes it will help parents, students, and policymakers accurately judge the effectiveness of institutions of higher education. I think several of his arguments make problematic assumptions about the very nature and purpose of education. He also shows a very startling naiveté about the ability of Congress to protect student privacy.

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