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A qualitative study exploring the perceptions of children, parents and school staff towards the development and implementation of school lunch provision within primary schools in the Netherlands
Background
There is no tradition of serving school lunches in primary schools in the Netherlands. Most children tend to bring their own packed lunch, however these are often nutritionally suboptimal. While school lunch provision can aid healthy eating behavior amongst children, its introduction would constitute a profound change for children, parents and school staff. Therefore, this qualitative study aims to explore children’s, parents and school staffs’ perceptions of both the current lunch situation and the implementation of school lunch provision within primary schools in the Netherlands.
Methods
In this qualitative study we conducted nine interviews with school principals, 98 interviews with children, and held six focus groups with teachers and six with parents at primary schools in two Dutch cities. The data was analysed via iterative coding.
Results
The results showed that most children and parents are satisfied with the current lunch situation, although existing school food policies are not always put in place. Most teachers felt that children had insufficient time to consume their lunch in the current situation. The children were generally positive about the idea of a school lunch, and stressed that it was important to have the ability to choose. While both parents and school staff saw school lunch provision as an opportunity to educate families about healthy food options, they also expressed concern about who would be responsible, as well as the financial and organizational implications of its introduction.
Conclusions
Perceptions of children, parents and school staff about a school provided lunch are mixed. A complex intervention such as a new school lunch program is difficult to envisage for all parties involved and more research is needed regarding the effects, organization, logistics and the costs of school lunch provision in the Netherlands.
Journal Article
School lunch politics : the surprising history of America's favorite welfare program
From the Publisher: Whether kids love or hate the food served there, the American school lunchroom is the stage for one of the most popular yet flawed social welfare programs in our nation's history. 'School Lunch Politics' covers this complex and fascinating part of American culture, from its origins in early twentieth-century nutrition science, through the establishment of the National School Lunch Program in 1946, to the transformation of school meals into a poverty program during the 1970s and 1980s.
Book
Impact of a Teacher Intervention to Encourage Students to Eat School Lunch
While school meals are often the healthiest option for students, lunch participation remains relatively low. Few approaches for increasing participation have leveraged teachers’ potential social influence. We determined if a teacher intervention about the benefits of school lunch could improve teachers’ perceptions of, and participation in, school lunch, and encouragement of students to eat school lunch. This repeated cross-sectional study included teacher/student survey administration in spring of 2016 and 2018 in 19 public secondary schools (9 intervention, 10 comparison) educating students of ages ≈ 11–18. Intervention teachers received monthly newsletters; lunch taste tests; and a promotional video and website. Mixed effects models with a random effect for school showed the proportion of teachers that reported eating with students increased in intervention schools relative to control schools (difference-in-change: 7.6%; 95% CI: 3.578%, 14.861%), as did student agreement that adults at their schools encouraged them to eat school lunch (difference-in-change: 0.15 on a 5-point scale; 95% CI: 0.061, 0.244). There were no between-group differences in teachers’ perceptions of school meals or teachers’ lunch participation. These findings suggest that teachers’ perceptions of school meals do not necessarily need to improve to promote the school lunch program to students. However, to see meaningful change in teacher lunch participation, the taste of school meals likely needs improving.
Journal Article
School Closures During COVID-19: Opportunities for Innovation in Meal Service
In 2019, the National School Lunch Program and School Breakfast Program served approximately 15 million breakfasts and 30 million lunches daily at low or no cost to students. Access to these meals has been disrupted as a result of long-term school closures related to the COVID-19 pandemic, potentially decreasing both student nutrient intake and household food security. By the week of March 23, 2020, all states had mandated statewide school closures as a result of the pandemic, and the number of weekly missed breakfasts and lunches served at school reached a peak of approximately 169.6 million; this weekly estimate remained steady through the final week of April. We highlight strategies that states and school districts are using to replace these missed meals, including a case study from Maryland and the US Department of Agriculture waivers that, in many cases, have introduced flexibility to allow for innovation. Also, we explore lessons learned from the pandemic with the goal of informing and strengthening future school nutrition policies for out-of-school time, such as over the summer.
Journal Article
Home in a lunchbox
After moving to America from Hong Kong, Jun feels isolated at her new school but discovers a sense of home in the familiar foods and flavors she finds in her lunchbox.
Book
A cluster randomized factorial trial of school-lunch salad bars and marketing on elementary students’ objectively measured fruit and vegetable consumption
Background
Schools in the United States play a crucial role in promoting healthy eating habits. Despite numerous public health efforts, children’s consumption of fruits and vegetables (FVs) still fall short of recommended amounts. Advocates have promoted school lunch salad bars as an effective strategy to increase primary students’ FV consumption, but rigorous research has lagged behind their efforts. This study evaluated the effectiveness of introducing school lunch salad bars, FV marketing, and the combination of both on elementary students’ objectively measured fresh FV selection and consumption.
Methods
A cluster-randomized factorial trial was conducted among 13 elementary schools from 12 public school districts participating in the U.S. National School Lunch Program with more than 50% of students eligible for free or reduced lunch. Schools were assigned randomly to one of four conditions: Salad Bar with FV Marketing (
n
= 4), Salad Bar-only (
n
= 3), FV Marketing-only (
n
= 3), and wait-listed control (
n
= 3). The conditions were assessed at three measurement waves. Students’ (
N
= 3,080) aggregated fresh FV selection and consumption were measured via digital scales (grams) using objective plate waste methodology. Zero-inflated negative binomial models were used to examine differences in consumption (accounting for excess zeros and overdispersion) by condition and wave.
Results
No significant differences were observed for students selecting FVs across any condition. In contrast, after ten weeks of exposure, stand-alone school lunch salad bars significantly increased students’ consumption of FV (IRR = 1.84, 95% CI 1.12, 3.04) compared to the wait-listed control. Findings for FV marketing alone suggested increased consumption (IRR = 1.60, 95% CI 0.97, 2.64) relative to control, but were non-significant and inconclusive. Salad bars in combination with FV marketing showed the strongest effect on FV consumption relative to the wait-list control, with a significant increase observed at ten weeks (IRR = 2.07, 95% CI 1.29, 3.31).
Conclusions
Stand-alone salad bars are effective at increasing elementary students’ FV consumption after a minimum of ten weeks. The combined intervention of salad bars and FV marketing demonstrated the greatest improvement in FV consumption. These findings support the promotion of salad bars in schools as a strategy to increase FV consumption among students.
Trial registration
ClinicalTrials.gov Identifier: NCT03283033 (preregistered on: 9/14/2017).
Journal Article
The labor of lunch : why we need real food and real jobs in American public schools
\"Children, parents, and pundits agree that there's a problem with school lunch. Big Food companies have largely replaced the nation's school cooks by supplying cafeterias with cheap precooked hamburger patties and chicken nuggets chock-full of industrial fillers. Yet it's no secret that meals cooked from scratch with nutritious, locally sourced ingredients are better for children, workers, and the environment. So why not empower \"lunch ladies\" to do more than just reheat ready-made industrial food? And why not organize together to make healthy, ethically sourced, free school lunches a reality? The Labor of Lunch aims to spark a progressive movement that will transform food in American schools, and with it the lives of thousands of low-paid cafeteria workers and the millions of children they feed. By providing a feminist history of the National School Lunch Program, Jennifer Gaddis recasts the humble school lunch as an important and often overlooked form of public care. Through vivid narration and moral heft, The Labor of Lunch offers a stirring call to action and a blueprint for school lunch reforms capable of delivering a healthier, more equitable, caring, and sustainable future\"--Provided by publisher.
Book
Energy and nutrient content of school lunches provided for children attending school-based nurseries: a cross-sectional study
To nutritionally analyse lunches provided for 3-4-year-old children attending school nurseries. Energy and nutrient content are compared with nutrient frameworks underpinning voluntary guidelines for early years settings (EYS) and mandatory standards for infant schools (4-7-year-olds).
A cross-sectional study, recording all main meals, vegetarian meals, jacket potato options, sandwich options and all desserts and accompaniments provided over 5 consecutive days in each school. Two portions of each meal were collected each day and weighed. Recipe and portion weight data were entered into nutrient analysis software.
School nurseries where lunch was provided by the school.
Nine schools, providing a total of 161 meals.
Lunches contained more energy (1881 kJ/450 kcal), fat (15·5 g), free sugars (10·5 g) and Na (424 mg) than suggested by the nutrient framework for EYS. Carbohydrate (60·6 g), protein (16·8 g), fibre (6·7 g), Fe (2·4 mg), Zn (2·0 mg), Ca (202 mg), vitamin A (304 µg) and vitamin C (19 mg) also exceeded minimum recommendations. Compared with a revised nutrient framework for infant schools, energy was within range, whilst saturated fat, free sugars and Na were above maximum recommendations for this age group, and Zn was below. Sandwich meals were lower in vitamin C (
< 0·001-
= 0·05) and Fe (
= 0·012-
= 0·017) and higher in Na (
< 0·001-
= 0·003) and Ca (
< 0·001-
= 0·05).
Lunches provided for children attending school nurseries are more in line with the framework for 4-7-year-olds. Free sugars, saturated fat and Na are areas of concern consistent with previous studies. Protein is three times more than recommended. Large portions of cakes and biscuits contribute to excess energy provision.
Journal Article