Abstract
This article examined Norwegian students' associations with lunch packs and lunch breaks in primary schools, highlighting the Norwegian school meal system. Empathy-based stories were used; that is, participants were asked to write on a story about a good or a bad school lunch, either based on actual experiences or imagination. The data included stories from 181 fifth graders (105 girls and 76 boys) aged 10–11 years. Additionally, this study employed a social-constructivist approach. The analysis of the stories on the lunch packs resulted in four sub-themes: food and sensory properties of food; food norms and the violation of the norms; physical and psychological consequences of (not) eating lunch; and expressions of peer-relations and family bonds. The analysis of the stories on lunch breaks resulted in two sub-themes: social interaction and simultaneous activity, and contextual factors. In the stories the lunch pack was found to evoke both enthusiasm and discontent. Students' associations and perceptions of the food were often related to how it looked, smelled, and tasted. Furthermore, a clear feature of the stories concerning lunch break in the classroom was that the students were concerned with the social aspects of the eating situation, such as interacting with classmates by chatting, watching television, or listening to music together. This study can contribute to a deeper understanding of children's experiences with a school meal system used in countries within and outside the Nordic region.
Highlights
Most research on school meals in Nordic countries has focused ondietary effects or the nutritional content of food in school (Andersen et al, 2014; Stovgaard, Thorborg, Bjerge, Andersen, & Wistoft, 2017; Vik, Heslien, Van Lippevel, & Øverby, 2020)
Our research question for this study was: What are 11-year-olds’ associations and perceptions of lunch packs and lunch breaks in Norwegian primary schools, and how can these insights contribute to a discussion of the best school meal system?
The types of associations and perceptions that were triggered by the keywords ‘good’ or ‘bad’ lunch packs were analysed; the analysis resulted in the identification of the following sub-themes: foods and sensory properties of food; food norms and the violation of these norms; physical and psychological consequences of eating lunch; and expres sions of peer-relations and family bonds
Summary
Most research on school meals in Nordic countries has focused ondietary effects or the nutritional content of food in school (Andersen et al, 2014; Stovgaard, Thorborg, Bjerge, Andersen, & Wistoft, 2017; Vik, Heslien, Van Lippevel, & Øverby, 2020). Earl and Lalli (2020) pointed out that the main objective of UK’s school food policy after the turn of the millen nium was to improve students’ physical health and academic performance. They further noted that very little attention was given to the improvement of students’ well-being and social skills. Several studies at both the school and policy levels have identified the differences existing between children’s priority of spending time with friends during meals and adults’ objectives to organise a healthy, well-mannered eating habit for several children in a short amount of time (Daniel & Gustafsson, 2010; Hart, 2016; Pike, 2008)
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