Teachers' Resources to Support School Lunch: Professional Development Is Warranted

Area of Science:

• Nutrition Education
• Educational Psychology

Background:

• Many low-income children in the U.S. experiencing food insecurity do not consume nutritious school lunches.
• Teachers traditionally have limited involvement in school lunch periods, despite their potential influence.

Purpose of the Study:

• To identify the resources kindergarten through twelfth grade (K-12) teachers require to promote student participation in school lunch programs.
• To understand teacher perspectives on the role of school meals in student well-being and academic performance.

Main Methods:

• Conducted two data collection workshops and semi-structured follow-up interviews with K-12 teachers.
• Recorded, transcribed, and analyzed workshop and interview data for recurring themes.
• Included ten teachers in workshops and six in follow-up interviews.

Main Results:

• Teachers recognize the importance of school meals for student focus and classroom behavior.
• Key themes identified include the need for improved food quality, enhanced school community support, and professional development opportunities.
• Professional development emerged as the most critical resource for empowering teachers.

Conclusions:

• Teachers require specific resources and support to effectively encourage students to eat school lunch.
• Professional development can equip teachers to advocate for better food quality and foster community support for school meals.
• Increased teacher engagement in school lunch programs can contribute to healthier future generations.