Chasing Ideal Education: School Lunches Around the World by Sharon Roberts
It’s become common knowledge that certain foods affect behaviour of children and while many parents monitor the nutritional input of their child, the real battle begins in the school lunch period. Many children are exposed to a number of snacks other children indulge in. They often trade snacks or at least feel pressured to get the latest novelty item. Eating their own healthy lunch for the sake of their own health means nothing when your eyes are fixated upon some yummy sugar laden treat.
So how do you solve the problem? It not only affects the child and their families but teachers and classroom dynamics as well. Getting doped up on sugar, chemicals and dyes does affect attentiveness, hyperactivity and for some behaviour which indirectly affects classroom dynamics.
There are countries that provide in-house lunch programs where all children are provided the same meal and in some cases these meals are prepared by chefs.
Japan is one such country where most schools have a nutritionist working there, while the rest will have one covering a particular locality.
Most Japanese schools fund the cost of the program’s management while meal ingredients are paid for by parents. Those who are unable to pay are provided an allowance through welfare services. The result is?
Over 10 million children receive nutritious fresh meals every school day.
Nutritious meals are cooked from scratch on-site using whole food ingredients from local farms and school gardens.
There is an added benefit to this program. Students actively participate in it themselves by rearranging the classroom as a lunch room. Many schools have students serve meals to their fellow students and assist in cleaning up after. They set tables, fetch food from the school kitchen, serve and clean up. Also, many schools have school farms allowing students to experience the entire food cycle, from seed to plate. This helps develop the students’ understanding of how food is processed, develops an appreciation and respect for the environment and they care how food is grown. ( Kei Kuriwaki President of International Child Nutrition).
In addition, throughout June, communities and schools across Japan participate in “Shokuiku Month” — an initiative to celebrate and raise awareness of the importance of healthy eating and the role school meals play in shaping children’s behaviour and support of local food systems. With this, a food and nutrition teacher leads in preparing menus and engages with students’ families and shares information around good nutrition. The menus are designed to include a diversity of foods guided by the local seasons.
Japan is not the only country that takes interest in what their students eat at lunch time. France has centralized kitchens that create meals that avoid processed foods and are monitored by government officials. The meals are structured, gourmet style with a focus on manners and diversity of food. They begin with a starter such as salad or pate, then a main course, followed by cheese or dairy and dessert which can be fruit or pastries. Mealtime is seen as part of civic and social education, so children learn to sit for meals, try new foods and eat together. The cost is based upon income.
Italy’s approach is to provide balanced, fresh, Mediterranean style meals. Meals are usually prepared on site or with local catering services. The first course is pasta or rice followed by a protein with a side of vegetables, bread and fruit and water. Food is integrated into nutrition education so children learn about healthy eating habits and local food culture. Cost is based upon income and low income families may get free meals.
Finland’s program is universally free and all students from preschool to secondary school receive a free hot lunch typically composed of a protein, potato, side salad or vegetables with whole grain bread and milk or water. Students often participate in setting menus or food education as well as cleaning and self serving. School lunches are part of the national curriculum.
Other countries are beginning to join the band wagon.to promote healthier lifestyles for students. Notable examples include:
Brazil: has comprehensive policies banning the sale of processed and ultra-processed foods, sweets, and sugary drinks in public schools. The law emphasizes providing fresh, unprocessed food to students.
Chile: enforced strict food labeling laws and banned the sale of high-sugar, high-fat, and high-salt products in schools. They also regulate portion sizes and marketing of unhealthy foods to children.
Mexico, India and South Korea have implemented policies and restrictions on the sale of junk food and sugary beverages within school premises.
It seems that the benefits of having hot school lunches for all school aged children far outweigh any criticism or fear of too much government interference.
It addresses so many things with nutrition being the foremost.
All children, no matter what status, are treated equally.
It ensures that those who come from more challenging economic situations get at least one good meal.
It creates a sense of community. Children work together to create lunches from helping in the kitchen to managing the eating area.
They also learn where their food comes from.
It sets an example for home life, sitting around a table eating together.
I am sure in the long run, teachers appreciate a class of students that are not compromised by sugar, additive and chemical laden snacks. It eliminates one thing off “the to do list “ for working parents who are saddled with the daily ritual of “ what shall I make for lunch!”
Congratulations to those who are at least eliminating the obvious junk from being easily attainable. It’s an idea that fits the bill of creating a healthy school environment; in particular connecting the school to the community, facilitating connections to family, and promoting students’ engagement in learning.
