Enabling sustainable food transitions in schools: a systemic approach

Abstract

PurposeRecent reviews and reports have highlighted the need for integrated, context-specific efforts to enable sustainable food transitions. This study aimed to identify pathways to promote healthier and more environmentally friendly food practices in school contexts, with a focus on increased plant-based eating.Design/methodology/approachThe study used a systemic approach with data collected from relevant stakeholders in an EU country (Portugal) at diverse levels of influence in the school meals system (i.e. proximal, intermediate, distal; from end-consumers to food providers, market actors, civil society organizations, and policy and decision-makers). Data from individual interviews (N = 33) were subjected to thematic analysis.FindingsMeat-centric cultural perceptions of a ‘proper meal’ can be a socio-emotional barrier for sustainable food transitions in schools. Main pathways identified to unlock these transitions included: (1) Levering orientations toward ethical and environmentally beneficial consumption; (2) Improving and increasing the offer of plant-based meals; and (3) Mobilizing local communities and society.Originality/valueThe current findings suggest that promoting healthier and more environmentally friendly food practices in schools requires systemic, integrated approaches which focus on food consumption, food provision, and the broader political and sociocultural environment.

Are intermediate school meals a real contribution to improve a healthy and sustainable diet?

“…The preferences and tastes are shaped in childhood, which will continue into adolescence and adulthood (Izumi et al, 2010;Greg orio et al, 2021). Schools are a key space for promoting healthy eating and adopting balanced eating behaviour: school meals systems play a significant role in the global food complex, with around 370 million children receiving a school meal a day worldwide (UNICEF WFP, 2020; Graça et al, 2022). Furthermore, school meals have a multi-sectoral influence over society, including direct educational (e.g.…”

“…Schools are a key space for promoting healthy eating and adopting balanced eating behaviour: school meals systems play a significant role in the global food complex, with around 370 million children receiving a school meal a day worldwide (UNICEF WFP, 2020; Graça et al. , 2022).…”

“…Municipalities are presented in the second level. These stakeholders are embedded in the natural environment, which offers the backdrop and foundation for all their actions (Lozano, 2008; Graça et al. , 2022).…”

“…foods produced within Portugal or in the nearby regions should be prioritized), as well as standardized cooking and procurement procedures set by the Portuguese Ministry of Education. School canteens can be operated by the municipalities and/or subcontracted to private providers, but the system is relatively centralized as they are subject to national guidelines (Graça et al. , 2022).…”

“…In a recent study, the stakeholders of the school meals system were defined as the key actors whose ideas, actions and/or decisions may impact the system at different levels of influence to sustainability transitions in school meals systems (Graça et al, 2022). Municipalities are presented in the second level.…”