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Hands-on activities, where children explore food with their senses, are of interest for their potential to promote healthy eating. Various food-related sensory activities (FRSA) have been developed as interventions, but design, delivery and outcome variation challenge a robust evaluation of programs. Some argue that a focus on health is narrow and that FRSA could foster other competences, including non-health dimensions of sustainability. The objective of this scoping review was therefore to examine insights from the scientific literature regarding types, aims, perceived benefits, outcome measures and connections to sustainability of FRSA targeting children in educational settings. PRISMA-ScR was used. Three databases were searched in Spring 2024, resulting in 25 included articles. The FRSA were categorized into two main types and four subtypes. The most common aims, perceived benefits, and outcome measures were related to improving children's healthy eating. It has also been suggested that FRSA might foster critically conscious consumers and socially competent individuals, and support product development. Yet, these aspects were only partially evaluated in the studies reviewed. While environmental dimensions of sustainable eating were recognized, some of the competences related to being critically conscious and socially competent may also be important for sustainable development. Future research may explore FRSA's potential contributions to outcomes other than physical health.

This action research study explores how co-developing school meals can be taken as a case for education for sustainable development, as integrated to home economics education. We analyse a seven-month-process of collaborative participation in a Finnish secondary school conducted with two home economics teachers, a school food manager, and students during a voluntary home economics course. Data include interviews, multi-professional meetings, and professional reflections of the named school staff members (N = 3), as well as students’ (N = 8; 7th grade; aged 13–14 years) learning diaries, interviews and feedback questionnaire. We develop the term shared food sense (joint understanding, collective application, re-definition of co-action) as a conceptual tool for analysing food-related learning outcomes of the collaborative process. Analyses focused on 1) tensions emerging during the participatory work and 2) outcomes achieved through negotiation and collaboration, including roles that became possible for students to enact. Results show that collaboration succeeded in offering young people opportunities to influence and voice their opinions of school meals, as well as novel modes of interaction across the school’s social. However, students’ experiences of the participatory work varied, and power hierarchies among the different participating groups remained rather unchanged, demonstrating tensions between ideals and realities of participation.

Busy and unstructured school environments can present challenges for pupils diagnosed with autism spectrum disorder (ASD)and attention deficit hyperactivity disorder (ADHD). Although school restaurants may be demanding, limited research hasfocused on these pupils. This study explores how pupils diagnosed with ASD or ADHD navigate the physical, social, and pedagogical environments of school meals. Based on ethnographic fieldwork in four Swedish schools, involving observations, conversations, and interviews with five 12-year-old boys and their mothers, findings show how pupils valued having a teacher orclassmate nearby during lunchtime. Crowded and narrow spaces posed motor challenges, leading to spills and comments ontable manners. Socially, pupils alternated between engaging with others and seeking solitude to escape noise and interactions.The study calls for reflection on how societal norms and environmental structures of school meals impact pupils diagnosedwith ASD or ADHD, emphasizing the role of school nurses in identifying potential issues.

This school meals case study forms part of a collection led by the Research Consortium for School Health and Nutrition’s "Good Examples" Community of Practice. The School Meals Case Study of Sweden serves to document how the national school meals programme is organized, funded, and monitored throughout the country. The objectives of this case study include presenting an introduction to the country profile, outlining the design and implementation of school feeding programmes, describing their monitoring and evaluation processes, and highlighting lessons learned, best practices, and challenges. This case study is written as a working paper, and can be updated to reflect evolving circumstances. The ‘Good Examples’ Community of Practice supports the evidence generation of the Research Consortium for School Health and Nutrition, the evidence-generating arm of the School Meals Coalition. The Research Consortium’s objective is to carry out independent research across diverse sectors and generate solid, compelling, and actionable evidence regarding the benefits of school food programs to inform evidence-based decision-making on school health and nutrition policies and practices.

In line with equal opportunities for all, free school meals are served to all pupils in Swedish compulsory schools, prepared and served by assigned school meal staff. This paper explores how school meal staff describe and approach their roles and responsibilities in relation to the school meal, and what influences their conditions to contribute to an inclusive school meal community. Based on approximately 100 hours of participant observations over five months in four schools, and interviews with five school meal staff, the analysis illustrates how school meal staff enacted inclusive practices, which included creating a safe and home-like environment in the school restaurant, aiming to provide a nutritious meal for all pupils, thereby reducing inequalities. However, participants reported a lack of collaboration with headteachers, upon whom they were highly dependent on to implement improvements. Moreover, feedback from pupils was often negative. Accordingly, the school meal staff balanced their mission by employing different approaches: some focusing on tasks related to food service, while others prioritized interactions with pupils. The findings suggest a need to acknowledge the contributions of school meal staff as important actors in building a school meal community, into which they themselves are not inherently integrated at present.

Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch.

Design: Qualitative inquiry.

Setting: Ten municipal state schools in Sweden.

Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed.

Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this.

Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden.

This chapter highlights conditions for a pleasant school lunch based on experiences and perceptions from pupils, teachers, and head teachers. The empirical part of the study is based on a qualitative design using empathy-based stories, individual interviews, and a qualitative analysis of open comments from a questionnaire. Henri Lefebvre's theory of social production of space constitutes the theoretical framework, placing emphasis on how school lunch is experienced, perceived and conceived. The results show that these pupils, teachers and head teachers share the perception of school lunch as a space for socializing. Additionally, they show that conditions for a pleasant school lunch experience, chief among them the environment and time available, are not always favorable. The results presented in this chapter indicate that physical and organizational dimensions of school lunch need to be given more attention.

Background: An increased intake of vegetable and fruit (VF) through school meals can contribute to the prevention of non-communicable diseases.

Objective: The purpose of this study was to investigate what types of VF 4th grade pupils (10–11 years old) choose, how much they eat when they are given the opportunity to serve themselves from the daily vegetable buffet available at lunch, and whether this varies with socioeconomic background and gender.

Design: A cross-sectional study design was used where pupils’ VF intake was measured during 5 days with a photographic method. In total, 196 pupils from nine public schools participated.

Results: The results show that pupils on average ate less than one type of VF per day from the vegetable buffet. Girls, pupils with a higher socio-economic status (SES) and those with a more frequent VF intake at home, ate more types of VF per day from the vegetable buffet than their counterparts. The median intake of VF from the vegetable buffet was generally low, 20.4 g/day. The intake was two thirds higher for pupils with higher SES in comparison with pupils with lower SES; 25 g/day versus14 g/day (P = 0.001). No gender differences in grams per day of VF were identified (P = 0.123).

Discussion: This study indicates that a well-stocked vegetable buffet as part of government-funded school lunch does not automatically contribute substantially to the recommended daily intake of VF among a sample of 4th grade pupils in a high-income country like Sweden.

Conclusions: The results of the study can be interpreted as a missed opportunity to increase the intentional consumption of VF among pupils in a way that would have implications for public health as well as attenuating differences between socioeconomic groups.

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 meal-time practices and the experience of school lunch.

Lifestyle interventions with weight loss can improve insulin sensitivity in type 2 diabetes (T2D), but mechanisms are unclear. We explored circulating and skeletal muscle metabolite signatures of altered peripheral (pIS) and hepatic insulin sensitivity (hIS) in overweight and obese T2D individuals that were randomly assigned a 12-week Paleolithic-type diet with (diet-ex, n = 13) or without (diet, n = 13) supervised exercise. Baseline and post-intervention measures included: mass spectrometry-based metabolomics and lipidomics of skeletal muscle and plasma; pIS and hIS; ectopic lipid deposits in the liver and skeletal muscle; and skeletal muscle fat oxidation rate. Both groups lowered BMI and total % fat mass and increased their pIS. Only the diet-group improved hIS and reduced ectopic lipids in the liver and muscle. The combined improvement in pIS and hIS in the diet-group were associated with decreases in muscle and circulating branched-chain amino acid (BCAA) metabolites, specifically valine. Improved pIS with diet-ex was instead linked to increased diacylglycerol (34:2) and triacylglycerol (56:0) and decreased phosphatidylcholine (34:3) in muscle coupled with improved muscle fat oxidation rate. This suggests a tissue crosstalk involving BCAA-metabolites after diet intervention with improved pIS and hIS, reflecting reduced lipid influx. Increased skeletal muscle lipid utilization with exercise may prevent specific lipid accumulation at sites that perturb insulin signaling.