Children need opportunities to establish positive social connections at school, yet many school playgrounds are challenged by social conflict that can undermine these connections. When children's social needs go unmet, the resultant feelings of loneliness, isolation and self-doubt can cumulatively lead to mental and physical illness. Because recess is typically the only time during the school day that children are free to socialize and play, we propose a more thoughtful way of thinking about it: from the lens of belongingness. Schools are, historically, designed for instruction. We argue, however, that we need to attend to children's social needs at school. We highlight current research from social neuroscience, belonging and social connectedness in order to delineate the pathways between daily school recess and developmental health trajectories. We then consolidate an array of research on play, social interaction and school change to suggest four areas that could benefit from consideration in research, practice and policy: (i) the culture of recess, (ii) the importance of healthy role models on the playground, (iii) the necessity of activities, options and variety during recess and (iv) the significance of space and spatial layout (indoor and outdoor). We bridge our discussion with the conception of health as described in the Ottawa Charter and emphasize the need to build alliances across sectors to assist schools in their efforts to support children's overall health needs.

The quality of children’s diets has declined over the past few decades, giving rise to a variety of health-related consequences. In response to this trend, school food programs have become an increasingly effective method to support nutrition and lifelong healthy eating habits. This systematic review synthesizes current academic literature pertaining to school nutrition programs in Canada to identify existing interventions and their impacts on children’s nutritional knowledge, dietary behaviour, and food intake. The review was conducted through a search of the following databases: ERIC, Education Source, CINAHL, PubMed, SagePub, SCOPUS, EMBASE, and CBCA. Information extracted from the articles included the program objectives, intervention design and components, research evaluation, and primary outcomes. A total of 11 articles evaluating Canadian school nutrition programs were identified. The programs incorporated a variety of intervention components including policy, education, family and community involvement, and/or food provision. These multi-component interventions were positively associated with children’s development of nutrition knowledge, dietary behaviour changes, and intake of healthy foods; however, barriers associated with intervention duration, intensity, and availability of resources may have influenced the extent to which these programs impacted children’s diets and overall health.

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children’s knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children’s reported knowledge. Methods: In 2017–2019, a survey was administered to 2443 students (grades 5–8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children’s knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey. Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores. Conclusions: Results provide insight regarding strengths and gaps in elementary-school children’s food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada’s Food Guide might be better understood by children and adolescents.

Introduction This qualitative study investigates children’s perceptions of the influences of a Centrally Procured School Food Program on their dietary behaviours and their recommendations on how to improve the program. Methods The observations of 208 students aged 9 to 14 years (Grades 5–8) at 21 elementary schools were collected through focus groups in 2017/18. The larger intervention consisted of a 10-week program offering daily snacks (i.e. fruit, vegetables, whole grains, dairy, meat alternatives) for elementary school children in southwestern Ontario, Canada. Results The participants’ overall impressions of the program were positive. They noted reduced hunger, increased energy and improved nutrition. Many children felt that the program changed their dietary patterns at home as well as at school, particularly in terms of eating more fruit and vegetables. The snack program also enabled children to try healthy foods. Conclusion Most participants considered the program to be beneficial in promoting healthy eating. Participants recommended adding educational activities, expanding the variety of foods and increasing child involvement in selecting and preparing foods.

Introduction Cette étude qualitative s’intéresse à la perception qu’ont les enfants de l’influence d’un programme d’alimentation scolaire à approvisionnement centralisé sur leurs comportements alimentaires et à leurs recommandations sur la manière d’améliorer le programme. Méthodologie Les observations de 208 élèves de 9 à 14 ans (de la 5e à la 8e année) provenant de 21 écoles primaires ont été recueillies au moyen de groupes de discussion en 2017 et 2018. L’intervention la plus importante a consisté en un programme de dix semaines proposant des collations quotidiennes (fruits, légumes, aliments à grains entiers, produits laitiers, substituts de viande) à des élèves d’écoles primaires du Sud-Ouest de l’Ontario (Canada). Résultats Dans l’ensemble, les participants ont eu une perception positive du programme. Ils ont constaté un apaisement de leur faim, une augmentation de leur niveau d’énergie et une amélioration de leur alimentation. De nombreux enfants ont estimé que le programme avait modifié leurs habitudes alimentaires à la maison et pas simplement à l’école, car il les avait notamment amenés à accroître leur consommation de fruits et de légumes. De plus, le programme de collations a permis aux enfants d’essayer des aliments sains. Conclusion La plupart des participants ont estimé que le programme s’avérait bénéfique pour favoriser une alimentation saine. Les participants ont recommandé d’ajouter des activités éducatives, de diversifier les aliments offerts et d’accroître la participation des enfants à la sélection et à la préparation des aliments.