Background: Few studies on impact of meals served in school have been published. However, implications of school meals are an actual issue of both public and political concern in several countries. The objective of this study was to evaluate if breakfast served in a lower secondary school could improve dietary habits and school performance among the students.

Objective: To study whether service of a free school lunch has an impact on weight development and food intake among pupils at a lower secondary school, and to assess the association between self-perceived school behaviour and food intake. Design: A controlled intervention study involving service of a free healthy school lunch to 9th grade pupils took place over 4 months, from January to May 2007. Weight and height were measured before and after the intervention. The pupils also completed a short FFQ and a questionnaire concerning self-perceived school behaviour and the classroom environment before and after the intervention. A healthy food score was calculated using the FFQ data. Setting: All 9th graders at three different lower secondary schools in southern Norway were invited to participate. One school was randomly selected as the intervention school. Subjects: Fifty-eight pupils (91 %) from the intervention school and ninety-two pupils (77 %) from the control schools participated.

During the Covid-19 pandemic, several international physical face-to-face conferences have been cancelled, and often substituted by online events. This situation may have led to different experiences among teacher educators and influenced their considerations on whether to travel to future conferences. The purpose of this study is to understand what factors are affecting teacher educators’ willingness to attend in-person or online conferences in the future. This study reports findings from an online questionnaire given to a strategic selection of respondents. All are teacher educators at universities and university colleges in Nordic countries, researching, publishing in international journals, and attending teacher education-related Nordic and international seminars and conferences. The qualitative data from the questionnaire are analyzed using a content analysis approach. The analysis revealed the university teacher educators’ goals for attending and how missing conferences during the pandemic influenced their professional situation. Considerations about attending in-person or online conferences in the future are presented.