The School Food Plan and the social context of food in schools

Abstrak / Ringkasan

This paper explores the social context of food practices in primary schools in
England based on research conducted in 2013-14 as part of the Sheffield School
Food Project. Drawing on the capability approach, and social quality theory, the
theoretical framework informed a research methodology enabling exploration of
ways in which food practices are related to developing pupil well-being and
building school communities. It was found that complex social processes influence
the roles of food in primary schools in England. These processes enhance and
diminish the likelihood of pupils consuming balanced meals, drinks and snacks
across the school day. Moreover it was found that, in addition to nutritional
outcomes, food practices are related to wider aspects of individual well-being and
the social culture of schools. A key outcome of the research was the development of
the School Food Self-Evaluation Toolbox (SET). The School Food SET and related
resources aim to empower children and their school communities by providing a
set of tools to support the self-evaluation and development of food practices in
schools.

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