Being well-fed in universal school lunches in Canada: avoiding a one-size-fits-all approach.

Abstract

As Canada is implementing a new national school food program with a long-term vision of every child having access to nutritious food in school, understanding student eating perspectives and food choices in universal programs is paramount. The purpose of this study was to understand how students in two low-income and culturally diverse elementary schools in Saskatoon, Canada, perceived and participated in a 2-year, universal school lunch pilot. This study was part of a larger case study of the Good Food for Learning program. Eleven focus groups with 65 students in grades 5-8 and participatory observation in the schools were conducted. Data analysis followed a reflexive thematic analysis approach Braun V, Clarke V. Reflecting on reflexive thematic analysis. Qual Res Sport, Exer Health 2019;11:589-97. doi:10.1080/2159676 × .2019.1628806, Braun V, Clarke V. Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches. Counselling Psychother Res 2020;21:37-47. doi:10.1002/capr.12360) using NVivo 12 Plus. Student perspectives centered around being well-fed at lunch. Students saw participation in the pilot as a matter of personal choice: student decision to participate was encouraged by the pilot's flexible and free design; availability of well-liked food; and the perceived healthiness of the food. Offering culturally diverse and inclusive food was important to students. Mitigating future barriers to student participation in universal lunch programs will require attention to student choice, agency, and diversity, and offering diverse portion sizes, adequate meal lengths, and student-centered infrastructure. School lunch programs that are universal, health promoting, tasty, and free, and offer flexibility and choice to students, may be a socially desirable way to improve student nutrition and wellbeing.