Search Results (28)

Objectives: This study’s main objective was to examine the association between dietary greenhouse gas emissions (GHGEs) and diet quality among U.S. primary and secondary schoolchildren. Our secondary objectives were to identify demographic characteristics associated with higher-GHGE diets and to assess the relationship between school meal consumption and dietary GHGE. Methods: We conducted a cross-sectional secondary analysis of dietary intake data from 2165 primary and secondary students participating in the nationally representative 2014–2015 US School Nutrition and Meal Cost Study (SNMCS). Dietary GHGEs (kg CO₂-equivalents per 1000 kcal) were estimated by linking reported foods to an environmental impact database. Diet quality was assessed using the Healthy Eating Index-2010 (HEI). Students were categorized into GHGE groups, and differences in total HEI and component scores were examined using appropriate statistical tests. Statistical significance was set at p < 0.05. Results: The average dietary GHGE of the sample was 3.64 kg CO₂-equivalent per person per day. Overall, HEI scores did not differ between the GHGE groups (p = 0.22). However, compared to the high-GHGE group, the low-GHGE group scored significantly higher on some HEI-2010 components, such as fatty acid ratios (p < 0.0001) and sodium (p < 0.0001), and significantly lower on others, such as dairy (p < 0.0001), total protein foods (p < 0.0001), and refined grains (p < 0.0001). Male students and students who ate school meals on the day of recall had higher odds of being in the high-GHGE group compared with their respective reference groups. Conclusions: Lower dietary carbon footprints are achievable without sacrificing overall diet quality, but tradeoffs in specific dietary components indicate the need for additional research and care in recommending diet changes or setting school policies. Full article

Background/Objectives: Special diets can be required for medical, religious, cultural, or ethical purposes. This study examined the relationship between the organization of school nutrition and the availability of special diet meals among students in public primary and secondary schools in Kraków (Poland). Methods: An observational study was conducted in 2022 using a web-based survey targeting managers of primary (n = 68) and secondary schools (n = 18), as well as parents of attending students (n = 1730). Factors associated with providing special diets were analyzed using generalized linear models with robust variance estimators. Results: According to school managers, the availability of special diet meals was associated with employing a dietitian responsible for menu planning, the presence of students with disability certificates, students’ participation in school meal programs, and higher per-child nutrition costs. Based on parental reports, 16.01% of all students followed a special diet, most often due to medical recommendations, with a higher prevalence observed among secondary school students (26.7%). Special diets were reported more frequently for children with food intolerances and allergies, obesity, chronic conditions, or disability certificates. Adjusted models also indicated slightly higher probabilities of being on a special diet among students attending secondary schools or sports classes compared with their peers. Conclusions: Improving the availability of special diet meals in schools requires legislative action, adequate funding, and institutional support, including investments in kitchen infrastructure and the employment of dietitians. These measures are particularly important in institutions enrolling children with disabilities to ensure equitable access to appropriate nutrition. Full article

Food loss and waste in school food services generate economic cost, environmental impacts, and social effects. Waste occurs in the final stages of the supply chain. It is particularly critical in educational institutions, leading to low nutrient intake during early stages of development and negatively impacting food security. Aiming to design a waste reduction strategy for the meal service of a preschool serving children aged 0–5 years, a descriptive observational study was conducted over a 6-month period. This study combined the measurement of the primary outcome (proportion of the served portion not consumed by food group) with the assessment of menu acceptability, the children’s food preferences, and the exploration of perceptions of both at-home caregivers and preschool professionals. Overall, the most frequent reasons for rejection were texture, preparation methods, and unfamiliarity with the food. The highest levels of waste were found in fruits and vegetables, with 17% left uneaten; protein-rich foods had a 15% waste rate, and cereals and tubers showed a 10% waste rate. Based on these findings, a family–school strategy is proposed that would increase household exposure to a wider variety of foods and establish periodic menu reviews to identify critical foods and ensure proper use in school food services. These results demonstrate that by enhancing food acceptance, we can decrease food waste, and in early stages, strengthen food security and nutritional use. Full article

Background/Objectives: Vegetable leftovers constitute more than half of Vietnamese school lunch waste, partly due to limited ingredient variety, which may reduce meal acceptance. Methods: This cross-over study assessed the impact of diversifying vegetable options on intake and satisfaction among 40 students at a suburban Vietnamese primary school. Five new menus were developed by redistributing a 100 g vegetable portion into smaller servings of multiple vegetable types, combining them creatively with protein-rich foods or rice while maintaining nutritional value and cost. Students alternated between current and new menus over four weeks. Sensory evaluations using a 5-point hedonic scale and food weighing were conducted daily. Results: Most students increased vegetable intake during the new menu period. Mean intake was significantly higher with new menus (81.5 g; 95%CI: 77.1–85.9) compared to current menus (71.1 g; 95%CI: 65.2–75.1) (p < 0.001). Conclusions: These findings demonstrate that enhancing vegetable variety in combination can significantly improve intake and sensory characteristics without additional costs. This scalable strategy offers a practical solution for schools to foster healthier eating habits among students. Full article

Neglected and Underutilized Species (NUS)—locally available, climate-resilient species—possess significant nutritional, social, and environmental benefits, yet their use, research focus, and market presence have diminished over time. Incorporating NUS into school meal programs can potentially boost childhood nutrition, promote healthy eating, encourage sustainable food production, preserve food culture and heritage, and support biodiversity conservation. School meals offered in Kenya are often monotonous and nutritionally inadequate. We conducted a case study on a school in an informal urban settlement in Nairobi, targeting students between ages 6–12, to demonstrate how incorporating locally grown, nutrient-dense foods into school meals can result in better nutrition for school-age children, while making significant savings for schools. Using the World Food Programme’s School Meal Planner (SMP) PLUS software, the school meals offered were analyzed for nutrient adequacy and optimized including five NUS: African nightshade (Solanum spp.), spider plant (Cleome gynandra), Bambara groundnut (Vigna subterranea), bonavist or hyacinth bean (Lablab purpureus), and slender leaf (Crotalaria spp.). The optimization process was based on the commodity price fluctuations and nutrient composition of the local agrobiodiversity used. The study results show how NUS are a viable and healthy alternative to meet the recommended daily nutrient needs for school-aged children at affordable prices. The tool results showcased the effectiveness of linear programming in enabling national decision making for efficient school feeding program planning, by designing comprehensive, affordable food baskets using local agrobiodiversity. Future research should explore implementing optimized school menus while examining broader aspects, such as school lunch environmental impacts and direct procurement approach opportunities that source local ingredients from smallholder farmers. Full article

School meals play a critical role in supporting students’ biopsychosocial growth, development, learning, academic performance, and the establishment of healthy eating habits. In public institutions, food procurement is conducted through formal public procurement processes. However, emphasizing cost-effectiveness in bidding criteria, such as prioritizing the lowest product price, may inadvertently encourage the acquisition of foods high in critical nutrients. In Brazil, specific guidelines for public school food procurement have been introduced to improve the nutritional quality of foods included in school menus. Objective: To evaluate the impact of legislative measures and regulations implemented during the COVID-19 pandemic on the nutritional composition of school meals provided by federal high schools in Rio Grande do Norte, located in northeastern Brazil. It also compared the composition and origin of foods procured before and after the pandemic. Methods: This is a longitudinal observational panel study conducted across 20 federal schools. Procurement documents from 2019 (pre-pandemic) and 2021 (post-pandemic) were analyzed to assess changes in the nutritional profile of procured foods. Results: Post-pandemic, the procurement of natural and minimally processed and processed foods increased, representing 73.39% and 10.34%, respectively, of the total approved foods. There was also a 39% reduction in ultra-processed foods compared to 2019, in addition to a reduction in culinary ingredients. Additionally, the proportion of foods containing excessive levels of critical nutrients declined. A significant shift was observed in the origin of procured foods, with a notable increase in the purchase of locally sourced items. Conclusions: The findings indicate a positive shift in the nutritional quality of foods procured after the COVID-19 pandemic, with a decrease in ultra-processed food purchases and an increase in the procurement of natural and minimally processed options. Nonetheless, the continued presence of ultra-processed foods and items with excessive critical nutrients highlights the need for further improvements in public procurement practices to fully align with nutritional guidelines. Full article

Family farming is strengthening its strategic role in school nutrition, but coordinating between school feeding programs and the agricultural sector has proven to be challenging. The goal of this review was to identify the problems that school feeding programs face in acquiring food from family farms. We selected studies from Web of Science, Medline/PubMed, and Scopus and evaluated their methodological quality. Out of 338 studies identified, 37 were considered relevant. We used PRISMA to guide the review process, and we chose not to limit the year or design of the study because it was important to include the largest amount of existing evidence on the topic. We summarized the main conclusions in six categories: local food production, marketing, and logistics channels, legislation, financial costs, communication and coordination, and quality of school menus. In general, the most critical problems emerge from the most fragile point, which is family farming, particularly in the production and support of food, and are influenced by the network of actors, markets, and governments involved. The main problems stem from the lack of investment in family farming and inefficient logistics, which can negatively impact the quality of school meals. Viable solutions include strategies that promote investment in agricultural policies and the organization of family farmers. Full article

The COVID-19 pandemic resulted in widespread school closures, reducing access to school meals for millions of students previously participating in the US Department of Agriculture (USDA) National School Lunch Program (NSLP). School-prepared meals are, on average, more nutritious than home-prepared meals. In the absence of recent data measuring changes in children’s diets during the pandemic, this article aims to provide conservative, back-of-the-envelope estimates of the nutritional impacts of the pandemic for school-aged children in the United States. We used administrative data from the USDA on the number of NSLP lunches served in 2019 and 2020 and nationally representative data from the USDA School Nutrition and Meal Cost Study on the quality of school-prepared and home-prepared lunches. We estimate changes in lunchtime calories and nutrients consumed by NSLP participants from March to November 2020, compared to the same months in 2019. We estimate that an NSLP participant receiving no school meals would increase their caloric consumption by 640 calories per week and reduce their consumption of nutrients such as calcium and vitamin D. Because 27 to 78 million fewer lunches were served per week in March–November 2020 compared to the previous year, nationally, students may have consumed 3 to 10 billion additional calories per week. As students return to school, it is vital to increase school meal participation and update nutrition policies to address potentially widening nutrition disparities. Full article

School meals present several cost benefits overtime at the short, medium, and long term for individuals and society. This cross-sectional study aims to analyse the nutritional composition and evaluate the adequacy of school lunches. One hundred and fifty-eight samples were collected and analysed from 10 primary schools in Sintra’s municipality, served during one week. On average, energy (27.7% daily energetic requirements) and carbohydrate (48.1%) contents did not reach the reference values, and the content of protein (19.5%) exceeded the reference value (p < 0.05). The mean total fat (28.8%) and saturated fatty acids (5.4%) content complied with the recommendations. The mean salt (1.7 g) and dietary fibre (8.3 g) content exceeded the reference value but did not differ significantly from the recommendations. Addressing school canteens is crucial, not only in a nutritional approach, but also as an opportunity to achieve healthier, sustainable, and accessible food systems, aligned with the Sustainable Development Goals 2030. We highlighted the importance of evaluating evidence-based practices and disseminated practice-based evidence regarding the adequacy of school lunches. Full article

Access, nutritional characteristics, preferences, and cost can affect food intake at school. A cross-sectional study was performed to determine the nutritional characteristics, sites of origin, and cost of foods consumed during school hours. Three hundred and sixty-nine children from five public elementary schools in Mexico City participated. The children gave information about the foods that they consumed five days out of the week during school hours, including the place of acquisition, cost of the food, and portion size. Anthropometric measurements of height and weight of the children were taken. Caloric consumption and percentage of recommended daily energy intake from food during school hours was determined. Children were 10.9 ± 0.9 years old; 55.6% were girls, 26% were overweight, 23% were obese, and 3.3% were of low height for age. The average calorie intake was 515 kilocalories (kcal) (boys, 535 kcal; girls, 476 kcal, p = 0.051); calorie intake was higher when school meal intakes included foods from home, school, and outside of school. No significant differences were found in calorie intake by children’s nutritional status. The cost in Mexican pesos per 100 kcal consumed showed differences according to the nutritional status of the children; it was 4.0 Mexican pesos for children with normal weight and 4.2 and 3.8 pesos in children who were overweight or obese, respectively. The information obtained in this study should be used to provide nutritional guidance. The food portion size intake during school hours should be reduced, and the food should come from one or at most two sites, because each extra food represents an increase in the total kilocalorie intake. Full article

The Community Eligibility Provision (CEP) of the Healthy, Hunger-Free Kids Act of 2010 allows the provision of universal free meals (UFMs) in high-poverty school areas. Participation in UFM programs, including through CEP, could reduce meal costs due to economies of scale and a lower administrative burden. We analyzed the School Nutrition and Meal Cost Study (SNMCS) data from 508 UFM-eligible schools (103 UFMs) to evaluate whether meal costs varied by UFM status. We used school-level data to address the non-random selection to UFMs with inverse probability of treatment weighting (IPTW). We estimated a generalized linear model with a log link and gamma distribution to predict meal costs by UFM status and school size. Full costs among medium and large schools were marginally lower in UFM schools for lunch (−$0.673; 95% CI: −1.395, 0.0499; p = 0.068) and significantly lower for breakfast (−$0.575; 95% CI: −1.077, −0.074; p = 0.025). UFM was not associated with meal costs among smaller schools. Healthy Eating Index scores did not vary significantly by UFMs, suggesting that lower costs could be achieved without an adverse effect on nutritional quality. This analysis is limited by the lack of identified student percentage (ISP) data needed to definitively identify CEP eligibility, although results were robust to sensitivity analyses addressing the lack of ISP data. The potential policy impact of these findings emphasizes the need for future studies that assess ISP and cost with more recent data and longitudinal designs. Full article

Research is limited on added sugars in school meals and children’s dietary intakes after the 2015–2020 Dietary Guidelines for Americans (DGA) recommended that added sugars be limited to less than 10% of total calories. This analysis uses data from the School Nutrition and Meal Cost Study (SNMCS) to examine levels of added sugars in: (1) school meals and (2) children’s dietary intakes at breakfast, lunch, and over 24 h on school days. SNMCS data were collected in the 2014–2015 school year after updated nutrition standards for school meals were implemented. Most schools exceeded the DGA limit for added sugars at breakfast (92%), while 69% exceeded the limit at lunch. The leading source of added sugars in school meals (both breakfasts and lunches) was flavored skim milk. More than 62% of children consumed breakfasts that exceeded the DGA limit, and almost half (47%) consumed lunches that exceeded the limit. Leading sources of added sugars in the breakfasts consumed by children were sweetened cold cereals and condiments and toppings; leading sources of added sugars in children’s lunches were flavored skim milk and cake. Over 24 h, 63% of children exceeded the DGA limit. These findings show that school meals and children’s dietary intakes are high in added sugars relative to the DGA limit and provide insights into the types of foods that should be targeted in order to decrease levels of added sugars. Full article

The Healthy, Hunger-Free Kids Act of 2010 updated the nutrition standards in the National School Lunch and School Breakfast Programs (NSLP and SBP) and expanded universal free meals’ availability in low-income schools. Past studies have shown that school meals are an important resource for children in food-insecure households. This analysis used data from the School Nutrition and Meal Cost Study to classify students as food insecure (FI), marginally secure (MS), or food secure (FS). Diet quality from school and nonschool foods that students consumed was assessed using Healthy Eating Index (HEI)-2010 scores. Chi-squared and two-tailed t-tests were conducted to compare school meal participation, students’ energy intakes, and diet quality across food security groups. FI and MS students were significantly more likely to participate in NSLP than FS students (79%, 71%, and 49%, respectively). SBP participation followed a similar pattern but was lower (38% FI, 33% MS, and 16% FS). Compared to FS students, FI and MS students more likely attended schools offering SBP, universal free meals, or afterschool snacks and suppers. School meals contributed significantly more energy to FI and MS students’ diets than to FS students (22%, 20%, and 13%, respectively). All groups’ dietary intakes from school foods were of higher quality than non-school foods. These findings highlight the role of school meals in meeting the energy and diet quality needs of FI and MS students. Full article

US school districts participating in federal child nutrition programs are required to develop a local wellness policy (LWP). Each district is allowed flexibility in policy development, including the approaches used for policy reporting, monitoring, and evaluation (RME). The aim of this convergent mixed-methods study was to quantitatively examine RME provisions in policies among a nationally representative sample of districts in the 2014–2015 school year in order to examine whether policies were associated with RME practices in those districts, and to qualitatively examine perceived challenges to RME practices. Data were compiled through the School Nutrition and Meal Cost Study and the National Wellness Policy Study. In multivariable regression models accounting for demographics, survey respondents were significantly more likely to report that their district had informed the public about LWP content and implementation, if there was a relevant policy provision in place. Having a strong policy (as compared to no policy) requiring evaluation was associated with reports that the district had indeed evaluated implementation. Having definitive/required provisions in policies was significantly associated with actual use of RME practices. RME activities are an important part of policy implementation, and these results show that policy provisions addressing RME activities must be written with strong language to require compliance. In interviews with 39 superintendents, many reported that RME activities are challenging, including difficulty determining how to monitor and show impact of their district’s wellness initiatives. Furthermore, the qualitative results highlighted the need for vetted tools that are freely available, widely used, and feasible for districts to use in assessing their progress toward meeting the goals in their LWPs. Full article