School meal time and social learning in England

Lalli, Gurpinder Singh

doi:10.1080/0305764x.2019.1630367

Cited by 22 publications

(23 citation statements)

References 24 publications

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“…Andersen et al (2017) concluded that although the dialogue position has been given attention recently, the general focus is on discipline, where most of the teachers' interactions with pupils deals with rule-setting and maintaining order. Similarly, Lalli (2020b) found that teachers associated social learning with rules and regulations and were more concerned with monitoring pupils than with interacting with them in the social space of school lunch. Indeed, the teacher role is complex and involves many different facets.…”

Section: Introductionmentioning

confidence: 98%

“…Andersen, Baarts, & Holm, 2017;Benn & Carlsson, 2014;Lalli, 2020a;Weaver-Hightower, 2011). School lunch has been highlighted as a space for social learning, where pupils can learn how to be part of a group and an organised community, where they can practise social skills and learn how to behave and navigate the world outside of school (Earl & Lalli, 2020;Lalli, 2020aLalli, , 2020b. While the benefits of social learning have been recognised, it has also been noted that social learning is not always formalised nor recognised as part of teaching, and is at risk of being lost in the chaos of lunch time at school (Earl & Lalli, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Berggren

Olsson

Rönnlund

et al. 2020

Cambridge Journal of Education

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In Sweden, pupils eat tax-funded school lunches, often in the company of teachers. This article focuses on Swedish compulsory school grade (ages 7-15) teachers' (n = 823) perceptions of the school lunch in terms of intentions and daily practice. Analysis was based on written answers for an open-ended question that was part of a questionnaire focusing on teachers' attitudes towards school lunch as a pedagogical activity. It was found that participating teachers saw the potential of the school lunch, placing emphasis on the social interaction that takes place in the school restaurant and the possibility of meeting pupils in a more informal setting. However, a key outcome was teachers' depictions of the struggle between ideals and reality with the effect that teachers were not always provided with favourable conditions for school lunch interactions. It is important to address this in order to improve mealtime practices and the experience of school lunch.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Berggren

Olsson

Rönnlund

et al. 2020

Cambridge Journal of Education

View full text Add to dashboard Cite

show abstract

“…This is important as it relates to the social norms and influences of adolescent culture; identifying that young people do have an understanding of the advantages of healthy eating but perceive it unimportant at their life stage. The complexity of the school food environment is considered in literature reporting on the canteen environment and its effect on food choice, 82 where changes to the dining room environment and school food may have a significant positive impact on learning outcomes 71,83 . The attitudes and perceptions of food service staff may also be linked to improved uptakes of healthy school options by young people 84 …”

Section: Discussionmentioning

confidence: 99%

The impact of, and views on, school food intervention and policy in young people aged 11–18 years in Europe: A mixed methods systematic review

et al. 2021

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Summary Understanding the social and environmental influencers of eating behaviours has the potential to improve health outcomes for young people. This review aims to explore the effectiveness of school nutrition interventions and the perceptions of young people experiencing a nutrition focused intervention or change in school food policy. A comprehensive systematic search identified studies published between 1 December 2007 to 20 February 2020. Twenty‐seven studies were included: 22 quantitative studies of nutrition related outcomes and five qualitative studies reporting views and perceptions of young people (combined sample of 22,138 participants, mean ages 12–18 years). The primary outcome was nutrition knowledge/dietary behaviours, with secondary outcomes exploring body mass index (BMI) and wellbeing. Due to the heterogeneity of studies, a narrative results description is presented. The findings demonstrate that school nutrition programmes can be effective in reducing sugar, sugar sweetened beverages (SSB) and saturated fat and increasing fruit and vegetable (FV) intake. The lived experiences of young people in a school context provide valuable insights that should be considered in the development of effective school food policy and interventions. This review affirms the significant role that schools can play in supporting good nutrition in all young people and provides opportunities to inform the school food agenda.

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“…To date, research into health and wellbeing policies in schools has largely neglected secondary school‐aged pupils, and more research is needed to provide insight into ways to engage young people with healthy eating during this key developmental stage that significantly influences the development of health behaviours that persist into adult life (Kleinert & Horton ). There is also a shortage of research on the social aspect of school meal consumption involving factors such as peer influence (Lalli ). School meals form part of the school culture and represent more than just food provision (Kwon et al ).…”

Section: Key Differences Between Primary and Secondary School Healthymentioning

confidence: 99%

The EIT Food School Network: Integrating solutions to improve eating habits and reduce food wastage in secondary schoolchildren

et al. 2019

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Most European children and adolescents do not meet dietary guidelines. Therefore, there is a need to develop and implement effective strategies to help young people adopt healthier dietary habits and maintain these into adulthood. The amount of time that children and adolescents spend in the school setting makes this an ideal environment in which to develop interventions that target healthy eating. Schools, however, are complex systems and a whole‐school approach that promotes consistent messages within the school environment and across the curriculum is needed to support positive food choices. Given current concerns about climate change and the environment, it is also important to ensure that any nutrition interventions implemented in the school setting are environmentally friendly and do not increase food wastage. This paper presents the results of stakeholder discussions on the topic of secondary school food in Northern Ireland, conducted as part of the recently developed European Institute for Innovation and Technology (EIT) Food School Network. The Network was established to facilitate the exchange of information within existing national schools programmes and to identify and develop strategies that positively impact on food choice and food wastage in schools across Europe. Improving schools’ adherence to the Food in Schools Policy and engaging pupils and parents to encourage a sense of ‘ownership’ of the school food system were identified as potential ways to positively impact on the dietary habits of children and adolescents.

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School meal time and social learning in England

Cited by 22 publications

References 24 publications

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

Between good intentions and practical constraints: Swedish teachers’ perceptions of school lunch

The impact of, and views on, school food intervention and policy in young people aged 11–18 years in Europe: A mixed methods systematic review

The EIT Food School Network: Integrating solutions to improve eating habits and reduce food wastage in secondary schoolchildren

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