Creating the Scratch Cooked School Food Framework: Qualitative Data Analysis of a Scratch Cooking Pilot.

Area of Science:

• Nutrition Science
• Public Health
• Food Systems Analysis

Background:

• School food systems often rely on processed ingredients, impacting student nutrition.
• Implementing scratch cooking requires a systemic approach to address existing infrastructure and practices.
• Previous efforts in school food reform highlight the need for comprehensive strategies.

Purpose of the Study:

• To develop a novel framework for implementing scratch cooking in school kitchens.
• To provide a tool for researchers and practitioners in the school food environment.
• To analyze the systemic requirements for transitioning to scratch cooking.

Main Methods:

• Utilized qualitative data from 57 stakeholder interviews during a pilot program in New York City school kitchens.
• Applied Meadows's Intervention Level Framework for system analysis, examining five layers: paradigm shift, goals, system structure, feedback/delays, and structural elements.
• Analyzed system elements (ingredients/recipes, kitchen, cooking, community) and interconnections (policies, practice, people, promotion).

Main Results:

• Identified four core elements of the school food system: ingredients and recipes, kitchen, cooking, and community.
• Determined four critical interconnections influencing these elements: policies, practice, people, and promotion.
• Developed the Scratch Cooked School Food framework integrating these elements and interconnections.

Conclusions:

• The Scratch Cooked School Food framework offers a structured approach to planning, implementing, and evaluating scratch cooking initiatives.
• Systemic modifications across ingredients, kitchen operations, cooking methods, and community engagement are crucial for successful scratch cooking.
• The framework serves as a practical tool to guide improvements in school food environments and promote healthier eating.