Purpose: Consuming nutritious food is essential to learning. The purpose of this research was to determine the diet quality of elementary school lunches, both those in meal programs and those bringing food from home, in urban and rural locations in Saskatchewan. Methods: Using a School Food Checklist and digital photography we compared food group servings and diet quality in 3 school types: urban schools with a meal program and urban and rural schools without a meal program. The total sample was 773 students. Results: Only 55% of students brought the minimum number of servings for grain products and meat and alternatives, with fewer bringing the minimum for vegetables and fruit (25.6%–34.9%), whole grains (24.1%), and milk and alternatives (14.1%). Students bringing food from home had significantly more calories in their lunches from minimally nutritious foods. Students in meal programs had the highest diet quality scores using the Healthy Eating Index adapted for school hours. Conclusions: The diet quality of elementary students’ lunches needs improvement, although students in meal programs have healthier diets. Interventions targeting what children eat at school should focus on increasing the number of students meeting recommendations for healthy foods while decreasing minimally nutritious foods brought to school.
Diet quality and food security are a concern in school-aged children in Canada. In 2019, the Canadian federal government announced the intention to work towards a national school food program. Understanding the factors that impact school food program acceptability can inform planning to ensure that students are willing to participate. A scoping review of school food programs in Canada completed in 2019 identified 17 peer-reviewed and 18 grey literature publications. Of these, five peer-reviewed and nine grey literature publications included a discussion of factors that impact the acceptance of school food programs. These factors were thematically analyzed into categories: stigmatization, communication, food choice and cultural considerations, administration, location and timing, and social considerations. Considering these factors while planning can help to maximize program acceptability.
Healthy eating in school-aged children supports optimal growth and learning; however, diet quality and food insecurity are a source of concern for many school-aged children in Canada. Canadian school-aged children’s diets are a concern. In 2019 the Canadian federal government announced the intention to work towards a National School Food Program. A nationally organized program can evolve and meet the needs of children if there is a national evaluation strategy developed along with the program. A scoping review published in 2019 consisted of reports of school food programs in Canada evaluating nutritional impacts and food system sustainability. Food system sustainability recognizes the full impact that school food programs can have on individual, community, and environmental health by integrating social determinants of health, food systems, and economic sustainability. We conducted a content analysis of the evaluation strategies of these programs. Of the 17 peer-reviewed and 18 grey literature publications in the initial scoping review, 12 peer-reviewed and seven grey literature publications contained an evaluation component. Components assessed social determinants of health, including changes in food intake, knowledge about local foods, educational and behavioural outcomes, general knowledge, intention to eat, and willingness to try new foods. An evaluation template for school food programs including categories for social systems, environmental and economic sustainability would capture elements contributing to program impact.
Healthy eating supports optimal growth, development, and academic achievement. Yet, the diet quality of school-aged children is poor. Food insecurity and chronic disease are concerns, as are unsustainable agricultural practices. Sustainable food systems have a low environmental impact and can address both dietary and sustainability concerns. This multi-case study was conducted in two Community Schools in a mid-sized Canadian city. Data was collected through interviews, observations, a checklist, and curriculum and policy review. The purpose of this study was to understand the capacity of local elementary schools to implement sustainable food systems strategies in curriculum, policy, and practice. Teachers were doing some cooking and gardening with students, and schools were doing some recycling. There were no specific food policies. Infrastructure challenges varied by school. Insufficient funding and curriculum resources were seen as barriers to implementing sustainable food systems. Staff characteristics and relationships were seen as facilitators. Schools can be positioned to be strong leaders in the area of school food by prioritizing food literacy and sustainable food system strategies and developing supportive policies, including community members and students in programming, and including experiential food production opportunities for all students.
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