Nordic children’s conceptualizations of healthy eating in relation to school lunch

2017 ◽  
Vol 117 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Linda Berggren ◽  
Sanna Talvia ◽  
Eldbjørg Fossgard ◽  
Unnur Björk Arnfjörð ◽  
Agneta Hörnell ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Healthy Eating ◽  
School Context ◽  
School Lunch ◽  
Photo Elicitation ◽  
School Lunches ◽  
Group Discussions ◽  
Content Type ◽  
School Year ◽  
Unhealthy Eating

Purpose Pupils’ perspective should be better taken into account when developing nutrition education at school. The purpose of this paper is to explore Nordic children’s perspectives on the healthiness of meals in the context of school lunches. Design/methodology/approach In total, 78 focus group discussions were conducted with 10-11-year-old girls and boys (n=457) from schools in Finland, Iceland, Norway and Sweden, which were participating in the Nordic school meal project ProMeal during the school year 2013-2014. A flexible discussion guide and stimulus material in the form of 14 photographs displaying different school lunch contexts were used. The discussions were analyzed using thematic analysis. Findings These Nordic children seem to share the adult-set aim of healthy eating in the school context as a socio-cultural norm. Although healthy eating was constructed as a rational, normative and acceptable way to eat at school, unhealthy eating was emphasized as negotiably acceptable when eaten occasionally and under certain circumstances (e.g. at special occasions). Unhealthy eating also comprised emotionally laden descriptions such as enjoyment and disgust. Practical implications Children’s conceptualizations of healthy eating are connected to nutritional, socio-cultural, emotional and normative dimensions, which should be reflected also when developing nutrition education in school. Originality/value The need for research exploring children’s experiences of, and understandings about, school lunch motivated this unique multicenter study with a large number of participating children. In the focus groups a child-oriented, photo-elicitation method was used.

Adolescents’ school lunch practices as an educational resource

2016 ◽  
Vol 116 (3) ◽  
pp. 292-309 ◽  
Author(s):  
Kristiina Henrietta Janhonen ◽  
Johanna Mäkelä ◽  
Päivi Palojoki
Keyword(s):  
Health Education ◽  
Age Groups ◽  
School Lunch ◽  
Study Data ◽  
School Lunches ◽  
School Food ◽  
Group Discussions ◽  
Social Hierarchies ◽  
Content Type ◽  
Contextual Variation

Purpose – The purpose of this paper is to examine Finnish ninth grade pupils’ (15-16 years) perspectives on hot school lunches and consider the potential of these perspectives as a resource for food and health education. Design/methodology/approach – Data include observations, essays, and visually elicitated focus group discussions from a larger qualitative case study. Data were collected during the term 2012-2013. Findings – Pupils considered the lunch break as their free time and valued discussions with friends. The taste of school food was important for them. Pupils solved contradicting expectations connected to school lunches through constructing social hierarchies, making compromises, and conforming to peers’ or general opinions. Desire for social belonging and independence were important justifications for breaking food-related rules. Research limitations/implications – Due to the focus on one school, further research needs to address contextual variation in different schools and age groups, as well as the viewpoint of teachers. Practical implications – To genuinely engage pupils, potential contradictions between adults’ and adolescents’ perspectives need attention. Understanding food-related social determinants and justifications for food practices from pupils’ perspective are valuable pedagogical assets for teachers. Pupils’ speech and activities that counteract formal aims can be seen also as possibilities for dialogue, rather than merely problems to be changed by adults. Originality/value – The paper describes how pupils’ perspectives to school lunch practices are in tension with the educational aims of school lunches, thus contributing to developing adolescent-centered food and health education in secondary schools.

A prototype-targeting intervention for the promotion of healthy eating in adolescents

2018 ◽  
Vol 118 (6) ◽  
pp. 450-469
Author(s):  
Birte Dohnke ◽  
Tanja Dewitt ◽  
Amina Steinhilber
Keyword(s):  
Healthy Eating ◽  
Behavioural Change ◽  
Intervention Mapping ◽  
Intervention Development ◽  
Controlled Study ◽  
Content Type ◽  
Process Characteristics ◽  
Unhealthy Eating ◽  
Data Assessment ◽  
Systematic Planning

Purpose Unhealthy eating among adolescents from families with lower social status is a major concern. The purpose of this paper is to describe the development and evaluation of a prototype-targeting intervention for the promotion of healthy eating in this target group. Design/methodology/approach The planning model intervention mapping (IM) was chosen to proceed systematically, to use theory and evidence herein and to make decisions transparent. A controlled study with three times of data assessment was conducted to evaluate process characteristics and effects (N=108). Findings “Provide opportunities for social comparison” (behavioural change technique 6.2) was chosen as change method and “perceived similarity” was identified as the condition for its effectiveness. An intervention unit was designed for application. The evaluation results show the feasibility of the unit; materials and activities successfully applied the change method and its condition for effectiveness; and intervention objectives were generally achieved. Practical implications A prototype-targeting intervention is provided that is based on theory and evidence, and is suitable for implementation. More generally, the paper can serve as a blueprint for the systematic planning of theory- and evidence-based interventions targeting specific personal determinants for behaviour change. Originality/value The paper makes an important contribution to the application of the prototype-related theory and a useful addition of IM to the growing field of intervention development and design.

A STUDY OF AN ENRICHED CEREAL IN CHILD FEEDING

PEDIATRICS ◽  
1948 ◽  
Vol 1 (1) ◽  
pp. 70-82
Author(s):  
CHARLES URBACH ◽  
PAULINE BEERY MACK ◽  
JOSEPH STOKES
Keyword(s):  
Economic Status ◽  
School Lunch ◽  
School Lunches ◽  
Breakfast Cereal ◽  
Child Feeding ◽  
School Year ◽  
Group A ◽  
Experimental Subjects ◽  
Group B ◽  
Cereal Group

The value of a special enriched breakfast cereal in feeding elementary school children was studied during the school year 1943 to 1944 and again during 1944 to 1945. The children used in the investigation were among those receiving a school lunch upon the advice of a physician or nurse in the school system of which the children were a part, because they had been found to be more than 10% underweight during the fall routine medical examination. Their home dietaries were inadequate, as shown by calculations and by medical and nutritional observations on the children themselves, and the school lunches failed to compensate for the poor home food intake. The duration of the study during each school year was seven months. None of the persons making the technical evaluations knew to which experimental group individual children belonged. Methods of the Study Experimental Subjects: During each of the two years during which the study proceeded, three groups of children constituted the experimental subjects, as stated; these averaged slightly over 11 years of age, and were matched initially as to age, sex, response to the medical observations and nutrition tests, family economic status, and type of school lunch received. The children were grouped as follows in this investigation: In addition to the school lunch, Group A received the enriched cereal; Group B received a common farina of equal caloric value; and Group C received no cereal at school. Of 55 children initially in each of the three experimental groups during the first

School lunch as a break or an educational activity

2017 ◽  
Vol 117 (6) ◽  
pp. 540-550 ◽  
Author(s):  
Maria Waling ◽  
Cecilia Olsson
Keyword(s):  
Role Models ◽  
School Lunch ◽  
School Curriculum ◽  
Educational Activity ◽  
Educational Goals ◽  
School Lunches ◽  
National Agency ◽  
Educational Activities ◽  
Content Type ◽  
School Meal

Purpose The purpose of this paper is twofold: first, to explore to what extent teachers eat together with pupils during school lunches and their attitudes toward using these lunches to reach the educational goals stated in the Swedish compulsory school curriculum; and second, to study to what degree teachers see themselves and school meal personnel as role models during school lunches. Design/methodology/approach A questionnaire was completed by 3,629 teachers in Swedish schools. Findings In total, 90 percent of the teachers ate lunch together with the pupils one or more days per week. The majority reported that meals were fully (54 percent), or partially (40 percent) subsidized when they were eating with pupils. In total, 72 percent thought that school lunches should be considered part of the school’s educational activities while 28 percent thought that it should be a time to get a break from educational activities. Most teachers thought that school lunches could be useful for learning about the issues of food waste and healthy eating while there were more diverse views on using lunches for learning about fundamental values. A majority of the teachers considered themselves to be role models in the school meal situation. Practical implications The authors suggest that the educational component of the school meal per se should be regulated in the Educational Act together with guidelines from the Swedish National Agency for Education. Originality/value This study is unique since it covers a previously little studied area; teachers’ attitudes toward using the school lunch situation for educational purposes.

scholarly journals From Cafeteria to Community: Amending the National School Lunch Act to Promote Healthy Eating in Children

2020 ◽  
Vol 17 (02) ◽  
Author(s):  
Kathryn Pluta ◽  
Kimberly R. More ◽  
Abigail Boyd ◽  
Scott Le ◽  
Chinwendu Ozoh ◽  
...  
Keyword(s):  
Nonprofit Organizations ◽  
Nutrition Education ◽  
Healthy Eating ◽  
School Lunch ◽  
The United States ◽  
Chronic Illnesses ◽  
Evidence Based ◽  
Eating Patterns ◽  
Obese Children ◽  
National School

Childhood obesity is a serious health problem in the United States that affects millions of children and adolescents. Obese children are more prone to chronic illnesses, and these risks persist into adulthood. The Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.) sought to promote better nutrition among children, especially those who may otherwise not have access to healthy meals, by providing lunches that meet defined nutritional standards. Despite this effort, obesity rates continue to rise and there is little evidence favoring the effectiveness of the National School Lunch Act in reducing obesity incidence among children. Recently, policymakers proposed expanding nutrition education efforts to the classroom to address the current limitations of the National School Lunch Act (i.e., H.R.5892 and S.3293). However, education efforts alone are insufficient to foster long-lasting healthy eating patterns among children. Therefore, we propose that Congress amend the National School Lunch Act to include three evidence-based approaches: a 50-hour education program (H.R.5892), equitable partnerships between schools, local businesses and nonprofit organizations (S.3293), and a community engagement program designed to impact dietary behavior beyond the classroom.

scholarly journals How convenient!? Adolescents’ vistas on food competences in a convenience context

2016 ◽  
Vol 118 (11) ◽  
pp. 2828-2838 ◽  
Author(s):  
Stefan Wahlen ◽  
Hilje van der Horst ◽  
Roosje Pothoff
Keyword(s):  
High School ◽  
Design Methodology ◽  
School Context ◽  
Participatory Approach ◽  
Classroom Context ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Convenience Food ◽  
Content Type ◽  
Food Education

Purpose Adolescents are at a stage in their life course in which they increasingly become choosers, buyers and preparers of food. Hence, they develop and employ required competences. Current food-related competences of adolescents are shaped in an environment with an abundance of convenience foods. Simultaneously food education has been limited in many western countries. The purpose of this paper is to scrutinize how young practitioners engage with the notion of convenience in a context with a strong presence of convenience foods. Design/methodology/approach Empirical data for this paper have been collected in a Dutch high school context following a participatory approach in focus group discussions. Data have been gathered from different food-related exercises within a classroom context. Findings The findings indicate that adolescents’ food competences and meanings are heavily shaped by the abundant presence of convenience foods. Adolescents perceive a nuanced picture of a skilful consumer that incorporates convenience foods in ways that minimize time efforts, preserves some preparatory tasks for fun cooking and has knowledge about health effects of fatty and salty foods. Originality/value The investigation takes a novel look on convenience food consumption from a practice perspective scrutinizing competences through the lens of adolescent practitioners. The authors make a plea for tapping into the potential of research on children and adolescents as novice performers of practices to understand how practices are shaped and changed and how practices recruit new practitioners.

Food and nutrition education in Australian primary schools: parents' views

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gozde Aydin ◽  
Alison Booth ◽  
Claire Margerison ◽  
Anthony Worsley
Keyword(s):  
Primary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
School Children ◽  
Parental Support ◽  
Primary Schools ◽  
Primary School Children ◽  
Content Type ◽  
Food And Nutrition ◽  
Food And Nutrition Education

PurposePrimary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.Design/methodology/approachIn total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.FindingsMost parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.Practical implicationsThese results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.Originality/valueAustralian parents' views of FNE in primary schools have been under examined.

Food and nutrition education in private Indian secondary schools

2017 ◽  
Vol 117 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
Food And Nutrition Education

Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

scholarly journals The Reform of School Catering in Hungary: Anatomy of a Health-Education Attempt

Nutrients ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 716 ◽  
Author(s):  
Anna Kiss ◽  
József Popp ◽  
Judit Oláh ◽  
Zoltán Lakner
Keyword(s):  
Human Resources ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Education Program ◽  
Institutional Economics ◽  
School Lunch ◽  
Public Pressure ◽  
Nutrition Education Program ◽  
The Government ◽  
Nutrition Standards

School lunch nutrition standards are an important carrier of messages on healthy eating and an efficient way of changing the nutritional behaviour of new generations. Many countries in Europe have a compulsory system of school meals; the Hungarian government also wanted to take action in order to improve the nutrition requirements of the school catering service. The Hungarian Ministry of Human Resources established some limits in the school catering system. However, increasing public pressure forced the legislating organ to considerably modify this regulation. The aim of this study is to analyse the causes of this failure, based on a conceptual framework of institutional economics and a strategic modelling of different institutes by examining the results of 72 interviews (33 experts, 26 parents and 13 teachers) conducted with representatives of different stakeholders. The results highlight the lack of preparation for the introduction of the new regulatory framework, as well as the inefficient communication between the different stakeholders. In order to support children in eating healthfully, a complex nutrition education program and continuous dialogue is needed between teachers, parents, catering staff and the government.

Theory and practice: from Delphi-study to pedagogical training

2019 ◽  
Vol 20 (1) ◽  
pp. 63-75
Author(s):  
Melina Andronie ◽  
Sebastian Krzyzek ◽  
Lena Bien-Miller ◽  
Anja Wildemann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teacher Training ◽  
Primary School ◽  
Delphi Study ◽  
Qualitative Content Analysis ◽  
School Context ◽  
Theory And Practice ◽  
Group Discussions ◽  
Content Type

Purpose The purpose of this paper is to focus on the combination of Delphi and focus group techniques and on the utilization of qualitative content analysis in this context. Moreover, it illustrates the potential of this hybridized methodology for gathering information from experts on multilingual practices in the primary school context in Germany in order to conceptualize a teacher training. Design/methodology/approach Based on a structured guideline, two group discussions with experts from the scientific community, schools and educational institutions (n=13; n=12) focused on language diversity in the school context, multilingualism, the heritage languages of children as well as on the role of language reflection and metalinguistic awareness in (second) language acquisition and development in primary school. Both group discussions were qualitatively analyzed, and inductive categories were framed. Findings The main aspects derived from the data were: teaching actors, their language awareness, their knowledge about multilingualism and attitudes toward it, characteristics of the materials and methods used in language lessons as well as students’ own experiences with both heritage and second language(s). Practical implications Following these domains derived from the analyses of the data, the authors developed a teacher training, systematically considering multilingual teaching practices and implications resulting from the modified Delphi-study. Originality/value Due to the fact that knowledge and experience of experts from research and school context had been taken into account, the teacher training measure achieved higher acceptance and efficacy.

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