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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
Eating to Learn, Learning to Eat
In Eating to Learn, Learning to Eat , historian A. R. Ruis explores the origins of American school meal initiatives to explain why it was (and, to some extent, has continued to be) so difficult to establish meal programs that satisfy the often competing interests of children, parents, schools, health authorities, politicians, and the food industry. Through careful studies of several key contexts and detailed analysis of the policies and politics that governed the creation of school meal programs, Ruis demonstrates how the early history of school meal program development helps us understand contemporary debates over changes to school lunch policies.
eBook
Counting meal colors enhances eating pleasure related to favorable dietary behaviors: A randomized controlled trial in adult men
This study examined whether paying visual attention to meals—by following a simple and non-burdensome instruction—could enhance eating pleasure in individuals with low eating pleasure, as measured by epicurean eating tendency (EET) scores, and whether increased EET could be sustained after the intervention.
A randomized controlled trial was conducted online in Japan’s Kanto region (Nov–Dec 2023) among 536 men aged 20-64 with low EET scores. The intervention group (n = 360) followed a 5-d lunch color-counting task and reported increased meal awareness. The control group included 176 participants. EET scores were measured before, immediately after, and 2 and 4 wk postintervention, using per-protocol set analysis.
Data from 116 (32.2%) intervention and 126 (71.6%) control participants were analyzed. Median baseline scores were 21.0 in both groups (P = 0.051). After the intervention (post-survey 1), the intervention group scored higher (25.0) than the control group (22.0, P < 0.001). Two weeks later (post-survey 2), scores slightly declined in both groups (24.0 and 20.0), but the intervention group maintained a significant increase from baseline (P < 0.001), whereas the control group did not (P = 0.089). Scores in the intervention group remained stable at post-survey 3 (24.0, P = 1.000).
Given prior evidence linking higher EET to healthier eating behaviors, this simple 5-d lunch color-counting task may help increase and sustain EET. Future studies should explore further methods to enhance EET in populations with low eating pleasure.
jRCT1030230414
•Counting meal colors for 5 d increased Epicurean Eating Tendency.•The intervention effect was maintained even after 4 wk.•While Epicurean Eating Tendency increased, no change in diet quality was observed.
Even a simple method of counting the colors of meals for just 5 d could enhance Epicurean Eating Tendency (EET), one of the eating pleasures associated with favorable dietary behaviors. [Display omitted]
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
Nutrient Intake During School Lunch in Title I Elementary Schools With Universal Free Meals
Background
The National School Lunch Program (NSLP) provides >30 million meals to children daily; however, the specific nutrient composition of NSLP-selected and consumed meals for students from lower income and racial/ethnic minoritized backgrounds is unknown.
Aims
To quantify the nutrients in school lunch selection and consumption among students participating in the NSLP and compare these values to nutrient recommendations.
Method
Students (1st–5th graders; 98.6% from racial/ethnic minoritized backgrounds; 92.5% NSLP participation) from six Title I elementary schools serving universal free meals participated. Digital images of students’ lunch meal selection and consumption were obtained (n = 1,102 image pairs). Plate waste analyses quantified portions consumed. Nutrient composition of students’ lunch selection and consumption were calculated and compared with the 2010 Healthy Hunger-Free Kids Act and 2009 Institute of Medicine recommendations.
Results
Most lunches selected (59%–97%) met recommendations for all nutrients except for total calories (23%), vitamin C (46%), and dietary fiber (48%). Based on lunch consumption, most students’ lunches met recommendations for sodium (98%), protein (55%), calories from fat (82%), and saturated fat (89%); however, few met recommendations for total calories (5%), calcium (8%), iron (11%), vitamin A (18%), vitamin C (16%), and fiber (7%).
Discussion
Meals selected met most nutrient recommendations for the majority of children; yet overall consumption patterns reflect suboptimal nutrient intake.
Conclusion
Meals served under the NSLP policy mandates align with recommended nutrient patterns, highlighting the importance of maintaining these standards. Strategies to optimize children’s intake of nutrient-rich portions of these meals are needed to optimize policy impact.
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
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