Content Of Lunches Research Articles

USDA Summer Meals Programs: Meeting the Nutritional Needs of Children

BackgroundAlthough research shows that children from households with low incomes have diet quality that is better during the school year vs the summer, very little research exists around the nutritional quality of summer meals available to children through the US Department of Agriculture’s (USDA) summer meals programs. ObjectiveThe objective was to examine the extent to which summer meals contributed to meeting the daily nutritional goals from the 2015–2020 Dietary Guidelines for Americans (DGAs) for 9- to 13-year-olds. The current study also analyzed the types of food offered and the top food sources of energy and nutrients in summer lunches. DesignThis cross-sectional study analyzed a nationally representative sample of summer meal sites participating in the Summer Food Service Program (SFSP) or the Seamless Summer Option (SSO). SettingWeekly lunch menus were obtained from 731 summer meal sites operating in the summer of 2018 (SFSP sites: n = 578; SSO sites: n = 153). Main outcome measuresOutcome measures included the most frequently offered foods in the major food groups. The energy and nutrient content of lunches offered were estimated and compared with the daily nutritional goals provided by the 2015–2020 DGAs for 9- to 13-year-olds. Statistical analyses performedMenu data were entered into USDA’s SurveyNet and linked to the USDA’s Food and Nutrient Database for Dietary Studies 2015–2016. Foods were classified into major and minor food groups from the USDA’s School Nutrition and Meal Cost Study. The energy and nutrient values were compared with the daily nutritional goals provided by the DGAs for children ages 9 to 13 years. ResultsSummer lunches provided substantial contributions toward the daily goals for energy and nutrients for 9- to 13-year-olds. SSO programs provided significantly more vegetables than SFSP programs (P < 0.05) and contained significantly higher amounts of vitamins A (P < 0.05), C (P < 0.05), and iron (P < 0.05). Sodium amounts were below the daily limit for 9- to 13-year-olds across both program types. ConclusionsAlthough SSO lunches offered more vegetables than SFSP lunches, lunches served in both SSO and SFSP contributed substantially toward the daily goals for energy and nutrients.

Children's School-Day Nutrient Intake in Ontario: A Cross-Sectional Observational Study Comparing Students' Packed Lunches from Two School Schedules.

This study compared the caloric and nutrient values of packed lunch contents and consumption in the Balanced School Day (BSD) (two 20 min eating periods) versus the Traditional Schedule (TS) (one 20 min lunch). Foods consumed during school were assessed by direct food observation in 321 grade 3 and 4 students, aged 7–10 years, at 9 BSD and 10 TS elementary schools in Ontario. Packed lunch contents in the BSD were significantly higher than the TS in energy (3128.14 ± 1100.36 vs. 2658.98 ± 951.34 kJ, p < 0.001, respectively). Similarly, carbohydrates, total sugar, protein, fat, saturated fatty acids (SFA), calcium, iron, and sodium were significantly higher in the BSD versus TS packed lunches. Correspondingly, students in the BSD consumed significantly more energy, carbohydrates, total sugar, and SFA compared to the TS. Overall, lunches brought by students in the BSD schedule provided more energy across all macronutrients, with only a few micronutrients showing increased amounts, suggesting two 20 min eating opportunities could contribute to excess caloric intake during school, potentially contributing to the prevalence of childhood overweight and obesity in Canada. Furthermore, packed lunches in both schedules had excess amounts of nutrients of concern and much work is needed to ensure that children in Canada receive nutritious lunches at school.

Using behavioural insights to reduce sugar in primary school children's packed lunches in derby; A cluster randomised controlled trial

Children's packed lunches contain more sugar than school-provided meals. Interventions to improve the provision of healthier packed lunches have modest effects on lunch contents. This cluster randomised controlled trial tested an intervention to encourage healthier provision of packed lunches by parents of primary school children in Derby. Schools were randomised to intervention (n = 8) or control (n = 9) using blocked random allocation. In the intervention group, parents of children who brought packed lunches to school in years 3–6 (age 7–11 years) received three bundles of materials (including packed lunch planner, shopping list, information on sugar content of popular lunchbox items and suggestions for healthier swap alternatives) in bookbags/lunchboxes over a 4-week period. Control parents received no materials. Photos of lunchbox contents were taken at baseline, immediately post-intervention and at three-month follow-up. A parental survey aimed to assess capability, opportunity and motivation for packing a healthier lunchbox. No intervention effects were observed for primary outcomes (presence and number of sugary snacks or chilled sugary desserts). The intervention had a significant impact on one secondary outcome (increased number of healthier “swap” items suggested in intervention materials) immediately post-intervention, but this effect had disappeared at three-month follow-up. No intervention effects were found on survey variables. Parent comments revealed that materials were either received positively (as they reinforced existing behaviours) or negatively (as they were not perceived to be helpful or appropriate). The results of this study suggest that providing educational materials and resources to parents of primary school children in Derby was not sufficient to increase provision of healthier packed lunches. Future research should investigate how behavioural science can support families to improve the nutritional content of primary school children's lunchboxes.

What\u2019s for lunch? The content and quality of lunches consumed by Dutch primary schoolchildren and the differences between lunches consumed at home and at school

BackgroundLunch is an important part of a healthy diet, which is essential for the development, growth and academic performance of school-aged children. Currently there is an increasing number of Dutch primary schoolchildren who are transitioning from eating lunch at home to school. There is limited knowledge about the current quality of the lunches consumed by primary schoolchildren in the Netherlands and whether there are any differences between lunches consumed at home or at school. To investigate differences in content and quality of lunches consumed by Dutch primary schoolchildren at home and at school.MethodsCross-sectional study among 363 Dutch primary schoolchildren aged 4–12 years based on the first two years of the 2012–2016 Dutch National Food Consumption Survey. Demographic characteristics were obtained through a questionnaire. Diet was assessed with two non-consecutive 24-h dietary recalls. Quality of lunches was assessed on their nutritional quality whether they fitted the nutritional guidelines. ‘Nonparametric tests were used to examine the content and quality of the lunches between place of consumption and parental educational position.ResultsThe most consumed lunch products among primary schoolchildren were bread, dairy products and sugar-sweetened beverages. Fruit and vegetable consumption was very low. Consumption of milk and other dairy products was higher among children who eat lunch at home than children who eat lunch at school (p < 0.01). Consumption of sugar-sweetened beverages was higher among children who eat lunch at school than children who eat lunch at home (p < 0.01), and at school a higher proportion of the drinks did not fit within the Dutch dietary recommendations (p < 0.01).ConclusionsThe current content of the lunches consumed by Dutch primary schoolchildren leaves room for improvement, especially regarding fruit and vegetables. The statistically significantly higher consumption of sugar-sweetened beverages and lower consumption of milk and dairy products at school vs. home is worrisome, as currently more children in the Netherlands are transitioning to having lunch at school.

Parental and family predictors of fruits and vegetables in elementary school children's home-packed lunches across a school week

Home-packed lunches have been found to be of lower nutritional quality than school-bought lunches, yet little is known about family-based factors associated with lunch packing. The current exploratory study examines parental and family predictors of fruits and vegetables packed in lunches, hypothesizing parents' nutrition knowledge and authoritative parenting as well as children's involvement in lunch decisions would relate to packing more fruits and vegetables, while financial difficulties would relate to packing fewer. Ninety parent-child dyads from 4th-6th grade participated for 5 consecutive school days. Lunch contents were recorded using a digital imaging procedure to capture the number of days a fruit or vegetable was packed, and servings of fruits and vegetables in lunches each day. Parents completed family and parenting questionnaires and daily reports of child involvement in lunch decisions. Count-based regression models and longitudinal analyses within a multilevel modeling framework were used to examine predictors of lunch contents. Higher nutrition knowledge was associated with packing more fruit across the week and more vegetables on Monday. Authoritative parenting was associated with packing fewer vegetables on Monday, but more servings across the week. Financial stress was related to higher rates of never packing vegetables and when vegetables were packed including fewer servings, while child involvement in lunch decisions was associated with packing more fruits across the week, packing vegetables on more days and more servings of vegetables on Monday. Findings suggest parental and family factors impact the foods in packed lunches, with implications for children's dietary intake at school. Outreach programs can help parents pack more fruits and vegetables by providing nutrition education and suggestions for affordable, healthy lunch options as well as encouraging child involvement in the lunch packing process.

Parental Reports of Lunch-Packing Behaviours Lack Accuracy: Reported Barriers and Facilitators to Packing School Lunches.

Parents influence the foods their children consume and often provide proxy reports of this intake. One way parents exert this influence is by providing home-packed lunches. This study compared parental reports of foods packed in children's lunches with what was actually packed and identified parental barriers and facilitators to packing lunches. Grade 3 and 4 student-parent dyads (n = 321) in 19 elementary schools in Ontario participated. Parental reports and actual packed lunch contents were collected via self-administered surveys and direct observation, respectively. Parental barriers and facilitators were obtained through open and closed survey questions. Median portions packed were significantly higher for sugar-sweetened beverages and snacks and significantly lower for fruits, fruit juice, vegetables, milk/alternatives, and meat/alternatives than parents reported. Packing a healthy lunch was "important/very important/of the utmost importance" for 95.9% of respondents, and 97.5% perceived their nutrition knowledge as "adequate/good/very good". Barriers to packing a lunch included: child's food preferences, time, finances, allergy policies, and food safety. Nutrition resources, observing other children's lunches, child's input, and planning ahead were identified as facilitators. Strategies to improve packed lunches should move beyond parental nutrition knowledge and importance of lunch packing to address parental barriers and facilitators.

“That's His Choice Not Mine!” Parents' Perspectives on Providing a Packed Lunch for Their Children in Primary School

ObjectiveTo examine factors influencing parents' selection of packed lunches over a school lunch, their choices in food preparation, and the role of children within these. DesignA qualitative approach using semistructured focus group and individual interviews. SettingFour primary schools in a UK local authority. ParticipantsTwenty parents providing a packed lunch for their children (aged 5–11 years). AnalysisAn inductive thematic approach was used to identify categories and themes. The researchers maintained rigor in the data analysis through internal discussion and review until consensus was reached. ResultsChildren emerged as active decision makers exerting substantial power particularly in the initial decision to have a packed lunch, and then in influencing the lunch's contents. The packed lunch could be a source of anxiety for some parents; however, ultimately parents' attitudes and perceptions revolved around the key requirement that the lunch was eaten. Providing a packed lunch was a means of achieving this. ConclusionsThis study highlights children's growing authority over everyday food decisions. Further research is needed to explore children's perceptions of their role in food provision. The study's findings have implications for school food, nutrition education, and school-based interventions. Frameworks that look to improve children's nutrition in this area should reflect children's growing status as food decision makers and consider how this can be employed to support and sustain positive changes.

Sodium Content of Lunches and Snacks Provided in Australian Long Day Care Centres: A Cross-Sectional Study.

We determined the average amount of sodium provided in lunches and snacks and the average amount of sodium consumed at lunch in a convenience sample of Australian preschool children attending Long Day Care (LDC). Sodium content of lunches and snacks was determined from standardised recipes. Individual children’s sodium intake was estimated by a validated visual plate waste scale method. Five recipes (lunch n = 35, snacks n = 70) collected from 7 LDC centres; 95 children (50 boys) mean age 3.5 (SD) (0.2) years lunch intakes were assessed. Average total amount of sodium provided from two snacks and one lunch: 590 (146) mg, representing ~59% of the Australian Upper Level (UL) of intake (1000 mg/day sodium). Average total amount of sodium consumed: 541 (98) mg representing ~54% of the UL. Across all centres, the average sodium and energy consumed from lunch: 186 (108) mg (~19% of UL); 948 (437) kJ (38% of energy allowance); morning snacks: 63 (45) mg (6% of UL), 535 (183) kJ (21% of energy allowance); afternoon snacks: 291 (97) mg (29% of UL), 464 (171) kJ energy (46% of energy allowance). Australian LDC centres providing lunches cooked on site resulted in relatively low-sodium lunches.

Lunch is ready… but not healthy: An analysis of lunches served in childcare centres in two Canadian provinces.

Childcare centres (CCs) typically offer one meal and snacks daily. This study compared what is served in CCs with what the nutritional recommendations are; described and compared the nutritional composition of lunches served in CCs in New Brunswick and Saskatchewan; and examined differences between French and English, and urban and rural centres. The study involved 61 randomly selected CCs in New Brunswick and Saskatchewan, Canada. Lunch content was measured on two consecutive days by weighing each food item served to children and by visually documenting the food items using digital photography. Food items were categorized into food groups according to Health Canada's Eating Well with Canada's Food Guide, and nutrients were analyzed using a nutritional analysis software. One-sample t tests compared lunch content with nutritional recommendations. Independent t tests compared the nutrient and food group content of lunches in New Brunswick and Saskatchewan, French and English, and urban and rural CCs. On average, CCs did not meet provincial recommendations. Lunches in both provinces were low in calories (&lt;517 kcal) and fibre (&lt;7 g). Overall, Saskatchewan centres served greater amounts of food than New Brunswick centres (p &lt; 0.05). French-speaking centres provided less fat (p = 0.047), less saturated fat (p = 0.01), and fewer servings of meat and alternatives (p = 0.02), and more trans fat (p = 0.03) than English-speaking centres. There were no differences between rural and urban centres. Few CC lunches met nutritional recommendations. Interventions are required to improve the quality of foods offered in CCs. Reviewing or developing comprehensive nutrition guidelines is warranted.

What's for Lunch? An Analysis of Lunch Menus in 83 Urban and Rural Oklahoma Child-Care Centers Providing All-Day Care to Preschool Children

BackgroundMore than half of 3- to 6-year-old children attend child-care centers. Dietary intakes of children attending child-care centers tend to fall short of Dietary Reference Intakes (DRIs). ObjectiveOur aim was to examine macro-/micronutrient content of child-care center menus, compare menus to one third of DRIs, and determine menu differences by population density. MethodsA stratified, random, geographically proportionate sample of Oklahoma child-care centers was obtained. Child-care centers providing all-day care for 2- to 5-year-old children were contacted to complete a telephone questionnaire and asked to send in that month's menus for the 3- to 4-year-old children. Overall means and standard deviations of the nutrient content of 5 days of lunch menus were calculated. Comparisons were made to both the 1- to 3-year-old and 4- to 8-year-old DRIs. One-sample t tests compared mean nutrient content of lunches to one third of the DRIs for the overall sample and urban/rural classification. Independent t tests compared nutrient content of urban and rural lunches. Participants/settingOne hundred sixty-seven child-care centers were contacted; 83 completed the study (50% response). ResultsMenus provided statistically significantly insufficient carbohydrate, dietary fiber, iron, vitamin D, and vitamin E. Calcium was higher than the 1- to 3-year-old DRI, but lower than the 4- to 8-year-old DRI. Folate was higher than the 1- to 3-year-old DRI, but not different from the 4- to 8-year-old DRI. Sodium was higher than the DRI for both age groups. Thirty-four child-care centers (41%) were classified as urban and 49 (59%) as rural. Urban menus provided less than the 4- to 8-year-old DRI for folate, but rural child-care center menus did not. ConclusionsOklahoma child-care center menus appear to provide adequate protein, magnesium, zinc, vitamin A, and vitamin C, but may be deficient in key nutrients required for good health and proper development in preschool-aged children. These issues can be addressed by including food and nutrition practitioners in the process to ensure child-care center menus are a useful resource and nutritionally appropriate for preschool children.

Accuracy and Reliability of Direct Observations of Home-Packed Lunches in Elementary Schools by Trained Nutrition Students

Increased attention has been directed toward the school food environment because children consume important contributions toward their daily food intake while at school. In Canada, most elementary school students bring a lunch to school and there are minimal data on the composition and consumption of these lunches. Dietary assessment of home-packed lunches is challenging compared with assessment of standardized school meals due to greater diversity of items, nonstandard portions, and opaque containers. We assessed accuracy and reliability of a food observation method whereby upper-year nutrition students (n=15) were trained to assess packed lunch contents and intake in elementary schools. Accuracy and reliability was assessed during 2010-2011 in three observational phases: sample lunches, volunteer-consumed lunches, and elementary school students' lunches (n=32). Observers accurately identified 96% and 95% of items in the sample and volunteer lunches, respectively. Similarly, they accurately reported portion sizes for 86% and 94% of the items in the sample and volunteer lunches, thus showing improvements in successive phases. Interobserver reliability for amount consumed, by portion size and macronutrient content, ranged from 0.79 to 0.88 in the volunteer-consumed lunches and 0.78 to 0.86 in the students' lunches, with a majority ≥0.80. It is noteworthy that the analyses for the amount consumed were conducted as absolute amounts with no allowances for discrepancies, which differs from other interobserver reliability assessments where as much as 25% discrepancy is considered agreement. Observers with prior nutrition knowledge assessed packed lunch contents and intake accurately and reliably by direct observation in an elementary school setting.

Purchase rates and energy content of nutritionally promoted and traditional fast foods purchased at lunchtime in Australia – a pilot study

Nutritionally promoted foods are now available at fast-food establishments. Little is known about their popularity, who is purchasing them, or their impact on dietary intake. Our study aimed to determine: how often nutritionally promoted fast foods were purchased; the demographic characteristics of people purchasing these foods; and if purchasing these foods resulted in reduced energy, and increased vegetable, content of lunches compared with those who purchased traditional fast foods. A survey collecting lunchtime fast-food purchases and demographic details was administered over two months. Nutritionally promoted products included the McDonalds' 'Heart Foundation Tick Approved' range and Subway's 'Six grams of fat or less' range. Energy and vegetable contents were estimated using information from fast-food companies' websites. Differences in demographics, energy and vegetable contents between individuals purchasing nutritionally promoted and traditional lunches were assessed using χ2 and t tests. Queensland, Australia. Lunchtime diners aged over 16 years at Subway and McDonalds. Surveys were collected from 927 respondents (58 % male, median age 25 (range 16-84) years; 73 % response rate). Only 3 % (n 24/910) of respondents who ordered a main option had purchased a nutritionally promoted item. Purchasers of nutritionally promoted foods were ∼13 years older, predominantly female (79 %), and more often reported involvement in a health-related profession (29 % v. 11 %) than purchasers of traditional foods (P < 0·05). Purchasers of nutritionally promoted foods ordered 1·5 fewer megajoules and 0·6 more vegetable servings than purchasers of traditional foods (P < 0·05). Nutritionally promoted fast foods may reduce lunchtime energy content, however these foods were infrequently chosen.

Do Sack Lunches Provided by Parents Meet the Nutritional Needs of Young Children Who Attend Child Care?

Recent changes in Texas state regulations of child-care foodservice have resulted in more centers halting meal and snack preparation and requiring parents to provide food from home for their children. In the spring of 2006, sack lunches prepared at home for children attending licensed child-care centers were evaluated based on Dietary Reference Intakes (DRIs) and Child and Adult Care Food Program (CACFP) standards. The study included 3- to 5-year-old children attending full-time child-care centers that required parents to provide lunches. Lunch contents were observed and recorded for 3 consecutive days. A 3-day mean nutrient content was used to determine whether the lunches provided a minimum of 33% of the DRI. The following nutrients were evaluated: energy, carbohydrates, protein, dietary fiber, thiamin, riboflavin, niacin, vitamin C, vitamin A, calcium, iron, zinc, and sodium. Food items were summarized and compared with CACFP standards. More than 50% of the 3-day means provided less than 33% of the DRIs for energy (n=58), carbohydrate (n=59), vitamin A (n=58), calcium (n=49), iron (n=44), and zinc (n=38). Seventy-one of the 74 children (96%) received less than 33% of the DRI for dietary fiber, yet the mean amount of sodium in observed lunches was 114% of the DRI. The observed lunches did not meet the CACFP standards for servings of fruits and vegetables for 157 (71%) or for servings of milk in 178 (80%). Sack lunches sent from home may not regularly provide adequate nutrients for the growth and development of young children. Nutrition education should be provided to parents to ensure that sack lunches sent from home meet children's nutritional needs.

Soy-enhanced lunch acceptance by preschoolers*1

Objective To evaluate acceptance of soy-enhanced compared with traditional menus by preschool children. Soy-enhanced foods were substituted on a traditional cycle menu, and the amount eaten, energy, and nutrient values for traditional and soy-enhanced lunches were compared. Design A traditional three-week cycle menu, using the Child and Adult Care Food Program (CACFP) meal pattern guidelines, was used to develop a comparable soy-enhanced menu. Traditional and soy-enhanced lunches were randomly assigned to respective days. Foods were portioned onto individual plates using standardized measuring utensils. Individual plate waste techniques were used to collect food waste. Subjects/setting Participants were preschool children, three to six years of age and of white and Hispanic origin, attending a part-day Head Start program. Statistical analyses performed Analysis of covariance was used to adjust lunch and food intakes for differences in average amounts of foods served. The Nutrient Data System was used to calculate energy and nutrient content of lunches. Analysis of variance was used to calculate differences in amounts eaten, energy values, and nutrient values of traditional and soy-enhanced lunches and foods. Data analyses were performed with the Statistical Analysis Software (version 8.0, 1999, SAS Institute, Cary, NC). Results Soy-enhanced foods were successfully substituted for 23 traditional foods included in the cycle menus. Soy-enhanced foods tended to be higher in energy, protein, and iron. Traditional lunches tended to be higher in fat, saturated fat, and vitamin A. Consumption was significantly less for energy, protein, fiber, and iron from foods eaten from traditional compared with soy-enhanced lunch menus. Applications/conclusions Acceptance of soy-enhanced lunches was shown because there were no significant differences in the average amount eaten (grams per meal) between traditional and soy-enhanced lunches. Preschool programs can substitute soy-enhanced for traditional foods, which will add variety to the diet without sacrificing taste, energy, or nutrient value. The fat and energy content of the lunches was higher than recommended, and soy-enhanced foods were not always lower in fat. There is a need for the food industry and foodservice personnel to address the energy and fat content of all foods served in lunches to preschool children because a few extra calories added to the daily intakes can contribute to weight gain. J Am Diet Assoc. 2003;103:346-351.

Sources of Dietary Fat in Middle Schools

Background. The current study uses an ecological approach to describe the food environment at 24 middle schools and multiple food sources' dietary fat contribution. Methods. Five consecutive days were sampled for collection of school meals, a la carte, and student store data. Bag lunch contents were observed on 3 days. Measurement included grams of saturated and total fat plus sales or participation data. Results. Average total fat grams per meal were 21 g (SD = 2) for bag lunches, 14 g (SD = 5) for Type A breakfast, and 31 g (SD = 8) for Type A lunches. Average fat grams per item were 13 g (SD = 3) for a la carte and 6 g (SD = 2) for student stores. Students purchased or brought to school a mean of 26 g (SD = 3) of total and 8 g (SD = 1) of saturated fat. Contributions to total fat grams were 42% by Type A lunches, 27% by a la carte foods, 25% by bag lunches, 3% by Type A breakfast, and 2% by student stores. Findings for saturated fat were similar. Conclusions. Middle school students eat excessive amounts of fat at school, and multiple sources of food must be considered to understand the school food environment.

Comparison of home-prepared and school-prepared lunches in elementary schools

Nutrient content of home-packed lunches, school lunches as selected by students, school lunches as offered by schools and menus planned to address U.S. Dietary Guidelines were compared among third grade students a large urban school. All third grade students who provided verbal assent following parental written consent (n=50) were included in school lunch data collection. Food items and amounts from each lunch category were assessed by trained coders from slides taken of lunches. Nutrient content was subsequently estimated from these assessments. Servings of fruits and vegetables and high sugar foods were determined. Nutrient content of lunches by category was assessed by Oneway ANOVA. Home prepared lunches were higher in kcal than other types (home-packed 740 +/− 263; as served 611 +/− 119; as offered 494 +/− 93; dietary guidelines 494 +/− 103 kcal (p < 0.05). As served school lunches had more fat as percent of kcal than other lunches (home-packed 34 +/− 9%; as served 36 +/− 7%; as offered 28 +/− 3%; dietary guidelines 27 +/− 8% (p < 0.05)). Home-packed and as served lunches contained more servings of high sugar foods (home-packed 1.2 +/− 0.7; as served 1.0 +/− 0.4; as offered 0.8 +/− 0.6; dietary guidelines 0.2 +/− 0.6 servings (p < 0.05)) and fewer fruits and vegetables (home-packed 0.9 +/− 0.8; as served 0.7 +/− 0.8; as offered 1.7 +/− 0.5; dietary guidelines 1.9 +/− 0.4 servings (p < 0.05)) than menus planned to meet US Dietary Guidelines. Students need nutrition education to make nutritious choices in the school lunch line. Parents who choose to send lunches from home need nutrition education to plan healthy lunches for their children.

Fluoride content of school lunches from an optimally fluoridated and a fluoride-deficient community

This study was conducted to compare contemporary dietary fluoride intake to surveys conducted a decade ago. It also served as a means of evaluating the difference in fluoride intake between residents of an optimally fluoridated and a fluoride-deficient community. Forty-four type A school lunches were collected from an optimally fluoridated ( n = 24) and a fluoride-deficient ( n = 20) community and analyzed for fluoride content. Fluoride analysis was accomplished using a microdiffusion technique to assay the acid-diffusible fluoride fractions. The mean total fluoride content of the lunches from the optimally fluoridated community was 227 μg. This was significantly higher than the mean fluoride content of 54 μg from the lunches in the fluoride-deficient community. The mean fluoride concentrations of the solid food from the optimally fluoridated and the fluoride-deficient communities were 0.53 and 0.23 μg fluoride/g, respectively. This difference was also statistically significant. The differences between the two communities in fluoride content of the lunches may be due to differences in the processing and cooking of the samples, primarily in the use of optimally fluoridated water for preparing some foods. In addition, the fluoride content of the lunches from the optimally fluoridated community was higher than expected on the basis of previous reports from similar communities. This difference may be related to differences in analytical techniques, changes in dietary habits, and an increase of fluoride in the food chain.

Imitation food and the real thing

To examine factors influencing parents' selection of packed lunches over a school lunch, their choices in food preparation, and the role of children within these.A qualitative approach using semistructured focus group and individual interviews.Four primary schools in a UK local authority.Twenty parents providing a packed lunch for their children (aged 5–11 years).An inductive thematic approach was used to identify categories and themes. The researchers maintained rigor in the data analysis through internal discussion and review until consensus was reached.Children emerged as active decision makers exerting substantial power particularly in the initial decision to have a packed lunch, and then in influencing the lunch's contents. The packed lunch could be a source of anxiety for some parents; however, ultimately parents' attitudes and perceptions revolved around the key requirement that the lunch was eaten. Providing a packed lunch was a means of achieving this.This study highlights children's growing authority over everyday food decisions. Further research is needed to explore children's perceptions of their role in food provision. The study's findings have implications for school food, nutrition education, and school-based interventions. Frameworks that look to improve children's nutrition in this area should reflect children's growing status as food decision makers and consider how this can be employed to support and sustain positive changes.

Ascorbic Acid Content of Lunches Served at School1

Ascorbic Acid Content of Lunches Served at School1