Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Gardner, Grace; Burton, Wendy; Sinclair, Maddie; Bryant, Maria

doi:10.3390/ijerph20115916

Cited by 4 publications

(1 citation statement)

References 58 publications

(184 reference statements)

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“…This service activity aims to train students to understand school subject matter in an integrated manner by utilizing the SIDH school garden. The use of school gardens in science and social studies learning is in line with sustainable development goals (SDGs), especially the goal of ensuring inclusive and quality education throughout life (Gardner et al, 2023), ending hunger, achieving food security, improving nutrition as well as encouraging sustainable agriculture (Lapau, 2015;Kuntariningsih, 2018).…”

Section: Introductionmentioning

confidence: 99%

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

Syamsia,

Tahir,

Abdurofi

et al. 2023

jcse

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School gardens can be used as a source of student learning for various subjects in an integrated manner to improve student’ academic, personal, awareness, and social abilities. By implementing gardening activities students are trained to design, build and develop agricultural hustles at school through cultivating and harvesting the plants that may be consumed and added economic value. The service activity aims to utilize the school garden as a medium for learning natural science and social Science at the Indonesian school of the Hague. Methods of implementing activities consist of preparing materials tools, preparing seeds, clearing land, planting, caring for plants, observing the students’ behavior toward school gardens, and evaluating students’ understanding of school subject matter based on learning resources in the school garden. Based on students’ responses in answering questions related to science material and social science impacts, it shows that both science and social science learning activities in school gardens may assist in an in-depth understanding of the concept of agriculture skills and behaviors of the students.

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Section: Introductionmentioning

confidence: 99%

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

Syamsia,

Tahir,

Abdurofi

et al. 2023

jcse

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Let us go with the flow − Impact of a dynamic social norm nudge on parents’ school menu selection

Caso,

Annunziata,

Vecchio

2024

Food Quality and Preference

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How (not) to talk about plant-based foods: using language to support the transition to sustainable diets

Papies,

Davis,

Farrar

et al. 2023

Proc. Nutr. Soc.

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Reducing meat consumption is essential to curb further climate change and limit the catastrophic environmental degradation resulting from the current global food system. However, consumers in industrialised countries are hesitant to reduce their meat intake, often because they find plant-based foods less appealing. Despite the climate emergency, eating meat is still perceived as the norm, and recommended in most national dietary guidelines. To support the transition to more sustainable diets by providing insights for increasing the appeal of plant-based foods to mainstream consumers, this review presents recent research findings on how people think and communicate about meat-based and plant-based foods. The key findings we review include: (1) while vegans think about plant-based foods in terms of enjoyable eating experiences, omnivores think about plant-based foods in terms of health, vegan identity and other abstract information that does not motivate consumption in the moment. (2) Packages of ready-meals and social media posts on Instagram present plant-based foods with fewer references to enjoyable eating experiences than meat-based foods. (3) Presenting plant-based foods with language that references enjoyable eating experiences increases their appeal, especially for habitual meat eaters. This language includes words about sensory features of the food (e.g., crunchy, creamy), eating context (e.g. pub; with family) and immediate positive consequences of eating (e.g. comforting, delicious). In contrast, the term ‘vegan’ is strongly associated with negative stereotypes. Hence, rather than referring to being vegan, meat-free or healthy, the language used for plant-based foods should refer to sensory appeal, attractive eating situations and enjoyment.

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Interventions to Strengthen Environmental Sustainability of School Food Systems: Narrative Scoping Review

Cited by 4 publications

References 58 publications

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

Natural sciences and social sciences learning in school garden, Indonesian School of the Haque, Netherlands

Let us go with the flow − Impact of a dynamic social norm nudge on parents’ school menu selection

How (not) to talk about plant-based foods: using language to support the transition to sustainable diets

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