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Adolescence, defined by the World Health Organization (WHO) as the period of age from 10 to 19 years, is an important phase of life for diet quality (Adolescent Health, n.d.), due to both physical and social changes (Das et al., 2017; Neufeld et al., 2022). Smartphone app-based nutrition interventions are particularly useful for the adolescent population due to their frequent use of smartphones (“Teens, Social Media & Technology,” 2018). Furthermore, despite the impact of equity factors (e.g., socioeconomic status (SES), gender, ethnicity, place of residence) on dietary intake and mHealth’s claim of increased accessibility for diverse and hard to reach communities (Kumanyika, 2019; World Health Organization & International Telecommunication Union, 2021), there is a lack of research on the reporting of equity factors in the evaluation of smartphone app-based nutrition intervention research. Therefore, the aim of this systematic review is to examine a) the effectiveness of smartphone app-based interventions on adolescents’ dietary intake and b) the frequency with which equity factors and statistical analyses specific to equity factors are reported in these intervention studies.

A systematic realist review of healthy-community type legislative instruments and policies at the local government level in Australia, Canada, New Zealand, United Kingdom, and the United States of America.

While playgrounds are designed to promote children’s outdoor play, children with disabilities may be unable to engage in these spaces due to their limitations and a lack of access to appropriate equipment. Previous research has examined inclusive/accessible playground design when developing new playgrounds. It is unclear, however, if there is a best-practice tool for evaluating the inclusivity of existing playground structures. The purpose of this research is to determine what tools should be used to evaluate existing playground structures for inclusivity to enable the participation of children with disabilities. The overarching objective for this review, is to provide practitioners in the children’s health and recreation fields with resources for evidence-based decision making when aiming to increase inclusivity of playground environments for children with disabilities.

Canadian municipalities face a complex decision on how they tackle the ‘wicked problem’ of climate change over the next decades. One form of sustainable transportation that municipalities could pursue is light electric vehicles (LEVs), commonly referred to as e-bikes and e-scooters or referred to as a Power Assisted-Bicycle by Transportation Canada. Transportation-related policies and plans of Canadian municipalities were evaluated for their consideration of LEVs. Municipalities were selected based on having a university campus within their boundaries, as this is where the highest density of Canadian population resides. The analysis spreads across all 10 provinces in Canada. There are significant policy gaps between provinces regarding the use of e-scooters that e-bikes do not face, and this is something that needs to be addressed.

Zoning has been proposed as a way of reducing unhealthy food access for youth, but little research has evaluated outcomes of proposed or existing junk food bans, and even less research has considered equity implications of such zoning policies. In this simulation study, set in the Region of Waterloo, Ontario (Canada), we examined how secondary student access to fast food restaurants and convenience stores would change under such a policy over 10 years in a mid-sized Canadian municipality. Outcomes are presented by school-level advantage (derived from the proportion of students in equity-deserving subgroups: low income, students who speak English as an additional language, and students not born in Canada). Current fast food restaurant and convenience store access was higher around schools with a higher proportion of equity-deserving students, and access remained higher around these schools even after 10 years under each policy scenario. After 10 years, the mean number of fast food restaurants and convenience stores within a 1-km network distance still exceeded five unhealthy outlets for both disadvantaged and advantaged schools, which was above the threshold associated with lower junk food consumption among youth. These findings bring into question the potential effectiveness and equity implications of restrictive zoning policies aimed at protecting youth from poor-quality food environments.

Background: COVID-19 protocols have restricted children���s use of recreational facilities and discouraged socialization with peers, potentially exacerbating children���s already low physical activity levels and excessive screen time. Purpose: This study examined how the COVID-19 pandemic affected children���s physical activity and screen time and explored the influence of gender, socioeconomic status (SES), and family COVID-19 constraints (i.e., facility use and social interaction) on children���s physical activity and screen time. Methods: Online surveys were disseminated to parents of grade 6 children (ages 10-12 years) in London, Ontario at two time points: before COVID-19 (May 2019 to February 2020) and during COVID-19 (November to December 2020). Surveys collected information about children���s physical activity, weekday and weekend screen time, demographics and family COVID-19 constraints. Wilcoxon signed-rank tests were used to assess changes in physical activity and screen time. Results: Parents (n = 95) reported declines in children���s physical activity (p = 0.01) and increases in weekday (p < 0.01) and weekend screen time (p < 0.01). Significant changes in physical activity and screen time were identified between gender, SES, and facility use groups. Social interaction limitations resulted in significant changes in screen time, but not physical activity. Conclusions: COVID-19 protocols resulted in decreased physical activity and increased screen time among children. As physical activity and limited screen time are important for children���s health and well-being, resources that support physical activity during the pandemic are needed. Funding: The ACT-i-Pass program is funded by London���s Child and Youth Network., The Health & Fitness Journal of Canada, Vol. 14 No. 3 (2021): Proceedings from the 8th International Society for Physical Activity and Health Congress

Additional file 1.

In "The Good Food for Learning Universal Curriculum-Integrated Healthy School Lunch Intervention: Protocol for a Two-Year Matched Control Pre-Post and Case Study" (JMIR Res Protoc 2021;10(9):e30899), one error was noted. In the originally published paper, one author, Sylvana Tu, was not included in the list of authors. Sylvana Tu has now been included in the authorship list between authors Sinikka Elliott and Brent Hills. Sylvana Tu's author affiliation has also been added as follows: Saskatchewan Population Health Evaluation and Research Unit, University of Saskatchewan, Saskatoon, SK, Canada This affiliation has been added as affiliation 9 in the corrected paper, and the remaining affiliations have been renumbered accordingly. The full list of authorship and affiliations was as follows in the originally published paper: Rachel Engler-Stringer1, PhD; Jennifer Black2, PhD; Nazeem Muhajarine1, PhD; Wanda Martin3, PhD; Jason Gilliland4, PhD; Janet McVittie5, PhD; Sara Kirk6, PhD; Hannah Wittman2, PhD; Amin Mousavi7, PhD; Sinikka Elliott8, PhD; Brent Hills9, MEd; Gordon Androsoff10, MSc; Debbie Field11, MA; Brit Macdonald12, BA; Chelsea Belt13, MSc; Hassan Vatanparast14, PhD 1Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada 2Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC, Canada 3College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada 4Western University, London, ON, Canada 5Department of Educational Foundations, College of Education, University of Saskatchewan, Saskatoon, SK, Canada 6School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada 7Department of Educational Psychology and Special Education, College of Education, University of Saskatchewan, Saskatoon, SK, Canada 8Department of Sociology, University of British Columbia, Vancouver, BC, Canada 9Saskatoon Public Schools Division, Saskatoon, SK, Canada 10CHEP Good Food Inc, Saskatoon, SK, Canada 11Coalition for Healthy School Food, Food Secure Canada, Montreal, QC, Canada 12Little Green Thumbs Program, Agriculture in the Classroom, Saskatoon, SK, Canada 13Health Promotion Department, Saskatchewan Health Authority, Saskatoon, SK, Canada 14College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada This has been corrected to: Rachel Engler-Stringer1, PhD; Jennifer Black2, PhD; Nazeem Muhajarine1, PhD; Wanda Martin3, PhD; Jason Gilliland4,PhD; Janet McVittie5, PhD; Sara Kirk6, PhD; Hannah Wittman2, PhD; Amin Mousavi7, PhD; Sinikka Elliott8, PhD; Sylvana Tu9, MPH; Brent Hills10, MEd; Gordon Androsoff11, MSc; Debbie Field12, MA; Brit Macdonald13, BA; Chelsea Belt14, MSc; Hassan Vatanparast15, PhD 1Department of Community Health and Epidemiology, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada 2Faculty of Land and Food Systems, University of British Columbia, Vancouver, BC, Canada 3College of Nursing, University of Saskatchewan, Saskatoon, SK, Canada 4Western University, London, ON, Canada 5Department of Educational Foundations, College of Education, University of Saskatchewan, Saskatoon, SK, Canada 6School of Health and Human Performance, Dalhousie University, Halifax, NS, Canada 7Department of Educational Psychology and Special Education, College of Education, University of Saskatchewan, Saskatoon, SK, Canada 8Department of Sociology, University of British Columbia, Vancouver, BC, Canada 9Saskatchewan Population Health Evaluation and Research Unit, University of Saskatchewan, Saskatoon, SK, Canada 10Saskatoon Public Schools Division, Saskatoon, SK, Canada 11CHEP Good Food Inc, Saskatoon, SK, Canada 12Coalition for Healthy School Food, Food Secure Canada, Montreal, QC, Canada 13Little Green Thumbs Program, Agriculture in the Classroom, Saskatoon, SK, Canada 14Health Promotion Department, Saskatchewan Health Authority, Saskatoon, SK, Canada 15College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, SK, Canada.