School Lunch Research Articles

Evaluating the impact of the universal infant free school meal policy on the ultra-processed food content of children’s lunches in England and Scotland: a natural experiment

BackgroundThe Universal Infant Free School Meal (UIFSM) policy was introduced in 2014/15 in England and Scotland for schoolchildren aged 4–7 years, leading to an increase in school meal uptake. UK school meals are known to be healthier and less industrially processed than food brought from home (packed lunches). However, the impact of the UIFSM policy on the quantity of ultra-processed food (UPF) consumed at school during lunchtime is unknown. This study aimed to evaluate the impact of the UIFSM policy on lunchtime intakes of UPF in English and Scottish schoolchildren.MethodsData from the UK National Diet and Nutrition Survey (2008–2019) were used to conduct a difference-in-difference (DID) natural experiment. Outcomes included school meal uptake and the average intake of UPF (% of total lunch in grams (%g) and % total lunch in Kcal (%Kcal)) during school lunchtime. The change in the outcomes before and after the introduction of UIFSM (September 2014 in England, January 2015 in Scotland) in the intervention group (4–7 years, n = 835) was compared to the change in an unexposed control group (8–11 years, n = 783), using linear regression. Inverse probability weights were used to balance characteristics between intervention and control groups.ResultsBefore UIFSM, school meal uptake and consumption of UPFs were similar in the intervention and control groups. The DID model showed that after UIFSM, school meal uptake rose by 25%-points (pp) (95% CI 14.2, 35.9) and consumption of UPFs (%g) decreased by 6.8pp (95% CI -12.5,-1.0). Analyses indicated this was driven by increases in minimally processed dairy and eggs, and starchy foods, and decreases in ultra-processed salty snacks, bread and drinks. The differences were larger in the lowest-income children (-19.3 UPF(%g); 95% CI -30.4,-8.2) compared to middle- and high-income children. Analyses using UPF %Kcal had similar conclusions.ConclusionsThis study builds on previous evidence suggesting that UIFSM had a positive impact on dietary patterns, showing that it reduced consumption of UPFs at school lunchtime, with the greatest impact for children from the lowest-income households. Universal free school meals could be an important policy for long term equitable improvements in children’s diet.

SOME CONSIDERATIONS ABOUT SCHOOL MEALS IN ESPÍRITO SANTO

SOME CONSIDERATIONS ABOUT SCHOOL MEALS IN ESPÍRITO SANTO

Nutritional assessment of parent-packed school lunches in selected private pre - schools in Kalingalinga, Lusaka Zambia

Background: The nutritional quality of parent-packed school lunches is crucial for the health and academic performance of children. In Lusaka's Kalingalinga area, there is limited data on the factors influencing these packed lunches, especially in private schools. This study explores the nutritional content of school lunches packed by parents, assesses their knowledge and attitudes towards nutrition, and identifies key factors influencing their food choices. Methodology: A quantitative and qualitative research design was employed, with data collected through structured questionnaires from 303 parents and guardians of children attending private schools in Kalingalinga, Lusaka. The demographic characteristics, knowledge of nutrition, and factors influencing food choices were analyzed using descriptive statistics, a 24-hour food frequency questionnaire (FFQ), and Chi-square tests. SPSS version 23.0 was used for data analysis. Results: The majority of respondents were female (67.0%) and within the 18-25 age group (39.3%). Most had completed secondary education (57.4%) and were employed full-time (67.3%). Despite 95.7% acknowledging the importance of nutrition, 78.2% lacked knowledge of the nutritional content of the foods they packed. Sugary drinks (54.5%) and processed foods (51.2%) were frequently packed, while balanced meals and fruits were less consistent. The main factors influencing food choices were cost (53.1%) and peer pressure (25.4%), with only 7.3% considering nutritional value. Chi-square tests showed that occupation had a marginal relationship with adherence to nutritional guidelines (p=0.053), while age and education had no significant association. Conclusion and Recommendations: The findings reveal a gap in parents' knowledge regarding nutrition, impacting the quality of school lunches. Targeted nutritional education and policies promoting healthier eating are recommended to improve children's health in Kalingalinga, Lusaka

Avoiding hedonic contrast to increase acceptance of healthy sustainable school meals

Abstract To promote sustainable eating in schools, new approaches for embracing plant-based (PB) meals are needed. Hedonic contrast (HC) describes how liking for one item is influenced by the recent experience of other items of different hedonic valence. Despite its established impact on liking, HC’s effect on intake, particularly in repeated exposure experiments, is limited. Moreover, its effect on food-related emotions remains largely unexplored. Hence, this study investigated how HC influences liking, emotions and intake of an innovative co-created PB dish, served as part of a course meal, at school in a repeated exposure study. Two groups of students (N (HC) =71, mean age=14.5 and N (control) =57, mean age=15.3) were served the same neutrally liked main PB dish (pumpkin stuffed lentils balls (LPA)) after a starter dish (rice with vegetables) which was altered in taste through seasoning and cooking methods to be more (HC) or less (control) tasty. The exposure was repeated once/week for 5 consecutive weeks. Liking and emotional responses for the dishes were recorded through a questionnaire and food consumption by weighting plate waste. HC led to lower liking (p = 0.037) and lower positive emotions (cheerful, pleasure) with high arousal (surprise) for LPA, while increasing negative valence emotions (disappointed). Moreover, LPA consumption was significantly lower in the HC group vs the control (45% vs 60% respectively, p = 0.040), resulting in lower protein intake in the HC group (p = 0.029). The effects of HC remained stable with time. This study, for the first time, reveals a sustained rise in food-related positive high arousal emotions, when foods are presented following less liked food. Since new foods evoking positive valence and high arousal emotions have higher chances to be appreciated than foods evoking positive valence and low arousal emotions, this work opens new perspectives on how to propose new, healthier and more sustainable PB dishes in school canteens. Key messages • Avoiding negative contrast between school meals is a promising strategy to ensure higher liking, intake and increased positive emotions over repeated exposure for innovative plant-based dishes. • To enhance adolescent’s acceptance and uptake of new plant-based dishes in school canteens, it is better to serve them after less tasty options.

School canteens healthier for children and the planet in the Valencian Region

Abstract Issue SchoolFood4Change (SF4C), an EU Horizon 2020 project in 12 EU countries, aims at making school meals healthier for children and the planet through innovative and sustainable food procurement, promotion of planetary health diets and cooking, and a Whole School Food Approach. In the Valencian Region two subsequent market dialogues (MDs) were organised to explore a new school food procurement and feeding model. Description In our context, most children have lunch at school daily. SF4C sees schools as catalysts for a systemic change. Two intersectoral MDs were conducted with the participation of public authorities, food procurers, cooks and schools. The first one MD1, 23 attendees, used a gamification dynamic through building blocks. MD2, 58 participants, used a World Cafe methodology to analyse nutritional, environmental, educational, social and economic determinants. Results MD1 highlighted the need to increase food education in the curricula, value regional products and cuisine, improve culinary training and reduce food waste. It suggested establishing percentages of local and organic products in tenders and improving communication between the public administration and the educational community. MD2 emphasised the objective of promoting the Mediterranean diet and sustainability in canteens. To that end, participants identified the importance of establishing requirements in public tenders, annual planning of procurement, optimising logistics and integrating the canteen into the educational project. This would enhance predictability, economic sustainability, and social support for a new innovative model. Lessons Structured interaction between stakeholders was essential to devise innovative and sustainable solutions. The creation and dynamization of intersectoral working groups is an effective public health strategy to build networks for the co-creation of viable alternatives to achieve a healthier and more environmentally sustainable school feeding. Key messages • Structured interaction in intersectoral working groups is an effective public health strategy for the co-creation of viable alternatives to make school feeding healthier for children and the planet. • Tailored innovative and sustainable solutions entail a framework for structured discussions, specific context analysis, negotiations between stakeholders and locally adaptation of good practices.

Lunchbox content and dietary outcomes of Dutch primary school children explored by sociodemographics

Abstract Background Most children fail to meet recommended guidelines for a healthy diet. Children living in low socioeconomic areas are less likely to have healthy eating behaviours. In this study we investigated the food Dutch primary school children bring from home, and their dietary, health and school related outcomes explored by sociodemographics. Methods 5 primary schools, with high deprivation scores and a high percentage of overweight, have been included in this study (ClinicalTrials.gov NCT06058325). With observations in September 2023 we mapped the content of lunchboxes, including snacks, of children. Questionnaires for all parents and children in grade 5-8 focused on dietary and health outcomes of children and perceived class factors. Preliminary baseline data were analysed using descriptive statistics. Exploratory analyses will be conducted to show differences by sociodemographics (e.g. age, sex, parental financial stress). Results 297 lunchboxes were observed, 98.7% contained sandwiches, half being brown bread. Most children brought fruit from home for either lunch or morning snack, 13.8% not at all. 21.9% brought vegetables. 135 children completed the questionnaire: 43.0% boys, mean age 9.3 years old (SD 1.12). Children ate fruit and vegetables on an average of 5.9 (SD 1.69) and 4.9 (SD 2.23) days a week. Whereas 80% of children eats fruit every day at school, only 20% of children eats vegetables every day at school. Most children perceived their health as good (89.3%) and felt happy (89.6%). On a scale of 1 (low) to 5 (high), they rated concentration, social climate and comfort in class an average of 3.8 (SD 1.05), 4.3 (SD 1.07) and 4.3 (SD 0.92) respectively. Conclusions Lunchboxes of Dutch primary school children mainly contain sandwiches. Whereas most children eat fruit at school, the majority of children do not eat vegetables at school. A healthy school lunch might increase vegetable consumption of children and could affect health and school related outcomes. Key messages • Most Dutch primary school children eat sandwiches during lunch at school, but in half of the cases this is not brown bread as recommended by nutritional guidelines. • Most Dutch primary school children bring fruit to eat as snack or lunch, but no vegetables to eat at school. The majority also self-reported the lack of eating vegetables at school on a daily basis.

Overcoming barriers in implementing healthy school nutrition policies: insights from Ukraine

Abstract The general mortality rate from NCDs in Ukraine exceeds that in European Union countries, (Yurochko et al., 2023) exacerbated by the ongoing war. Healthy nutrition plays a pivotal role in enhancing the overall quality of life and curbing the prevalence of non-communicable diseases (NCDs). Despite its significance, ensuring healthy eating habits, particularly during the early stages of life at the period of setting lifelong habits (Jackson et al., 2020; Riley et al., 2018), remains a challenge. Besides, school-based settings represent an ideal environment for effective intervention because they offer a shared common physical, academic, and social space (Tapia-Fonllem et al., 2020). Through a series of semi-structured interviews with key stakeholders, this study identifies barriers and facilitators to policy implementation, with a focus on educational institutions. Qualitative analysis reveals barriers such as inadequate human resources, funding constraints, resistance from the food industry, and ineffective communication strategies at the family level. Moreover, there exists a disjointed understanding of nutrition standards. However, collaborative efforts with civil society, empowerment of nursing roles, strategic utilization of grants and fundraising, engagement with the food industry, and the adoption of a family-oriented approach emerge as crucial enablers for successful policy implementation. These findings offer theoretical foundations for fostering healthier nutrition environments within schools. This research serves as a roadmap for policymakers and educators striving to create sustainable and effective strategies for promoting healthy eating among early school-age children in Ukraine and beyond. Study finds human resource shortages, funding constraints, and food industry resistance as major barriers to school nutrition policy. Recommendations include collaborative approaches, nurse involvement, and aligned standards for effective school nutrition policy. Key messages • Healthy nutrition plays a pivotal role in enhancing the overall quality of life and curbing the prevalence of non-communicable diseases. • Through a series of semi-structured interviews with key stakeholders, this study identifies barriers and facilitators to policy implementation, with a focus on educational institutions.

Improving inclusive school food practices with parent voices

ABSTRACT In Canadian schools, food and drink offerings have yet to be explicitly incorporated in most inclusive food policies and practices. With the growing number of vegetarian and vegan (veg*n) families and literature documenting their marginalisation, this study sought to explore parents’ experiences within Ontario schools for their children who eat plant-based diets, yet also unearthed how limited choices negatively affected the good health and well-being of lactose and gluten intolerant students, as well as other dietary needs. Taking a narrative inquiry-inspired approach, interviews were conducted with 11 parents. In most schools, veg*n options were not available, and as a result, students felt socially excluded and, at times, were physically left out, which adversely affected their well-being and interrupted their learning. Most parents also felt unsupported when advocating for their children. All parents recommended partnerships for the goals of inclusion and quality education, by forming inclusive school food policies, teaching about a range of diet diversity, including why people adopt these, such as for health, animal welfare, sustainability, religion, culture, and more. By informing school food policies with parent voices, students can benefit from reduced inequalities and good health and well-being. Doing so would foster peace, justice and strong institutions.

Impact of School Gardens on Nutrition Education Among Limited-Income Communities in Alabama.

We sought to determine the impact of school gardens and nutrition education on student fruit and vegetable consumption from limited-income communities in Alabama. Third grade students at 99 Alabama schools with and without gardens on-site were randomized to receive either nutrition education or to a wait-list control group. Multi-level models were used to assess the effects of treatment and control with and without school gardens. Students attending schools with gardens demonstrated highest consumption of fruits and vegetables prior to treatment. Nutrition education alone translated into significant dietary improvements. Both gardens and education translated into greatest dietary improvements. Devising financially accessible, practical, and culturally relevant ways to improve student health through garden and nutrition education may help improve student diet. Forming comprehensive Extension, SNAP-Ed, and school collaboration to support gardens, nutrition education, and healthy school policies and systems can be a way to support and sustain healthy student learning environments. Combined gardening and nutrition education is associated with increases in fruit and vegetable consumption among majority rural, Southern students from limited-resource communities.

Examining purchasing strategies in public food procurement: Integrating sustainability, nutrition, and health in Spanish school meals and social care centres

Sustainable Public Food Procurement (SPFP) is pivotal in advancing sustainable and healthier food systems. However, practical gaps persist in understanding how policies function at the local implementation. This study addresses these gaps by analysing 22 SPFP contracts for school meals and social care centres in Spain, focusing on implementation while contextualizing findings within the broader policy cycle. This research categorizes SPFP criteria in tenders and evaluate their potential for actionability across sustainability, nutrition, & health dimensions. It also explores how these criteria are combined into purchasing strategies to achieve simultaneous or individual goals. Key findings reveal a strong use of product quality criteria, particularly organic foods, supported by policy and ease of implementation. However, non-ambitious targets, market constraints and procurement officers’ limited knowledge hinder progress. The study highlights significant adoption of nutritional & health criteria, though non-mandatory policies and varying regional targets impede consistent implementation and reveal gaps in promoting healthy and sustainable dietary practices. Environmental criteria are widely used signalling policy priorities within the EU policy framework. In contrast, proximity and social criteria are underutilized due to regulatory constraints and insufficient guidance. Despite these challenges, innovative local procurement strategies are utilized to overcome barriers. At the strategy level, the study reveals diverse approaches to SPFP implementation, highlighting adaptability but underscoring the need for flexible frameworks that accommodate local variations while aligning with broader EU or national goals. This research advocates for a holistic approach to SPFP that addresses both the practical challenges of implementation and the systemic issues present in the earlier stages of policy development.

National school food standards in England: a cross-sectional study to explore compliance in secondary schools and impact on pupil nutritional intake.

Many countries have introduced school food standards to improve the dietary intakes of school-aged children. England has school food standards (SFS) legislation in place but little is known about how well secondary schools comply with this. We aimed to assess compliance with the SFS legislation in English secondary schools and explore the impact of the SFS on pupils' nutritional intake. We conducted a cross-sectional study with English secondary schools from 2019 to 2022. We compared SFS compliance and pupil nutritional intake in schools mandated or not mandated to comply with the SFS legislation, and explored the association between school compliance and pupil nutritional intake. We assessed the percentage of SFS (%SFS) complied with by reviewing school food menus and observing food served in school canteens. We assessed pupil nutritional intake using a 24-hour dietary recall measure (Intake24) and estimated intakes of free sugar (primary outcome) and other nutrients/foods. We used adjusted multilevel models to compare pupil intakes in the SFS-mandated and SFS-non-mandated schools, and to explore the association between school SFS compliance and pupil intakes. 36 schools (23 not mandated and 13 mandated to comply with the SFS) and 2,273 pupils participated. The median %SFS complied with was 63.9% (interquartile range 60.0-70.0%). This was similar for SFS-non-mandated (64.5%) and SFS-mandated schools (63.3%). Compliance was highest for standards applying to lunchtime (median = 81.3%) and lowest for those applying across the whole school day (median = 41.7%). It was also lower for standards restricting high fat, sugar and energy-dense items (median = 26.1%) than for standards aiming to increase dietary variety (median = 92.3%). Pupils from SFS-mandated schools had a lower mean lunchtime intake of free sugar (g) (adjusted mean difference: -2.78g; 95% CI: -4.66g to -0.90g). There were few significant associations between %SFS complied with and pupil nutritional intake. English secondary schools do not fully comply with SFS legislation regardless of whether they are mandated to comply. Schools and caterers may require monitoring and support to fully comply. There is little evidence that SFS compliance is associated with better pupil nutritional intake. Food environments outside of school also need to be considered. ISRCTN68757496 (17-10-2019).

Support for a Weight-Inclusive Curriculum? Exploring Partner Perspectives and Influences on Nutrition Education in Vermont High Schools.

The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying. This study investigates perspectives of 10 potential partners with interest in and potential to influence nutrition education. Through qualitative interviews and document analysis, researchers explored support for a weight-inclusive curriculum and factors that influence high school nutrition curricular content and implementation. Findings indicate that partners hold both weight-inclusive and weight-normative values, guidance around nutrition curricular content is lacking, and state-level policy is crucial to the valuing and implementation of consistent curricula. Lack of guidance or mandated curricular content contributes to inequities across the state. Weight-inclusive curricular materials are needed. Administration must take an active role in providing access to professional development and state policy support for curricular implementation is essential. Weight-inclusive curriculum could serve to improve health outcomes for adolescents. However, successful implementation of, or changes to, health and nutrition curricula will require support and engagement from partners at all ecological levels.

Response to: willingness v. ability to pay for a universal cost-shared school food programme in Canada.

Response to: willingness v. ability to pay for a universal cost-shared school food programme in Canada.

Letter to the editor: willingness v. ability to pay for a universal cost-shared school food programme in Canada.

Letter to the editor: willingness v. ability to pay for a universal cost-shared school food programme in Canada.

Exploring value propositions and service innovation: the outsourcing of the National School Feeding Program

The National School Feeding Program, knowing as PNAE, is a public policy responsible for providing meals to students in Brazil. This program exists since 1940s and was created to combating child malnutrition. The program evolved over the years until the passing, on 16 June 2009, of Act 11,947, which establishes that at least 30% of food purchases for school meals must come from family farmers. In this context, there is a perception that outsourced management does not aim to encourage local agriculture, and consequently the use of fresh foods in school meals, which is recommended by Act 11,947. Therefore, the purpose of this article is to describe the forms of value co-creation in the PNAE outsourcing process in two cities that meet the requirements of Act 11,947. Then, a qualitative-descriptive study and abductive logic were chosen, using, as a strategy, a multiple-case study in the cities of Aracaju and Taubaté. The implementation of the PNAE by the municipality depends on the multiple influences and interventions, such as institutional values and relationships between stakeholders. Based on the understanding of this dynamic, the practices of the stakeholders involved in the management of the PNAE begin to organize a value proposition according to the students’ needs, promoting meaning and structure for its recipients. There are different ways to practice outsourcing in this program. So, these different possibilities make a study on this topic relevant, as it highlights that the positive results of outsourcing depend on the implementation of a well-planned project. Thus, use co-creation value, originally from Marketing Research, in public policy can bring new perspectives of analyses.

Teachers' perception of their students' dietary habits in Addis Ababa, Ethiopia: a qualitative study.

Poor dietary choices and consumption of unhealthy foods are major determinants of malnutrition among adolescents in Ethiopia. The school food environment is a valuable setting for exploring adolescents' eating habits. Teachers have an important role in understanding factors that impact students' dietary choices. The aim of this study is to explore secondary school teachers' perceptions towards adolescents' dietary habits in Ethiopia. The study employed a qualitative research design. Four focus group discussions, involving a total of 13 teachers, were conducted at governmental and private schools in Addis Ababa, Ethiopia. Additionally, observations of the food environment in these four schools. The transcripts from the focus group discussions and photographs from observations were analyzed using thematic analysis. Triangulation of data sources and persistent observation of the data were employed to enhance the study's trustworthiness. The study was approved by the Norwegian Center for Research Data and the Addis Ababa Health Bureau, and all participants provided informed consent. Teachers perceived adolescents' dietary habits as unhealthy, characterized by the consumption of unsafe foods, limited variety, and reliance on processed foods. Factors negatively influencing adolescents' dietary habits include a lack of awareness about a healthy diet among both students and parents. Low familial income levels were also identified as a barrier to eating a healthy diet. The unavailability of healthy foods and the advertising of unhealthy and processed foods as well as peer influence were hindrances to a healthy diet both at school and home. This study provides additional evidence of the nutrition transition which is linked to the double burden of malnutrition among adolescents in low-income countries. Factors affecting adolescent diets at school are multileveled. Incorporating nutrition education into the school curriculum will likely improve dietary awareness mitigating peer influence. Regulating the school food environment and enforcing advertisement laws targeting adolescents can promote healthier school food environments. Providing short term nutrition trainings for biology or science teachers and strengthen their role in delivering nutrition education to children and their families, along with implementing measures to address food insecurity and restricting availability of unhealthy food at school need to be regarded as priorities.

The effect of national school health strategy components on the quality of health services: An Analytical research in Baghdad Governorate

Purpose: The research objective is to diagnose the extent to which the National School Health Strategy contributes to the quality of health services. Theoretical framework: The quality of health services can provide schools with benefits through building a healthy school community in line with the sustainable development goals, especially regarding quality education, good health, and well-being and through school health, we may be improving the health and well-being of elementary and secondary students, and the necessity of providing healthy foods reduction of fat content in school meals, and awareness to prevent the use of tobacco products and drugs. Design/methodology/approach: The research relied on the descriptive -analytical method and the research sample is a random sample of primary schools (governmental and private). The research tool is represented by using a questionnaire to collect data. Findings: Although there is a big school community represented by students compared to their society, studies in most countries of the world are still limited in discussing the quality of health services provided to them and the limited solutions. Research, Practical & Social implications: We suggest future research to evaluate the national school health strategy: a comparative study between two governorates. Originality/value: The results indicate that commitment to implementing school health programs positively affects the quality of health services provided to students of school age and that any defect in their application reflects negatively on the health of students currently and society in the future.

Beyond Hunger: Assessing Influence of School Feeding Programmes on Primary Education Enrolment Rate in Twic East County, South Sudan.

School feeding programmes attract learners in developing countries, improves enrolment rates, academic performance, nutrition and participation. However, challenges like persistent hunger and food scarcity greatly impede their ability to learn and grow. Therefore, in this paper we investigate the influence of school feeding programme on learners' enrolment rates in primary education in Twic East County, Jonglei State, South Sudan. The paper employed descriptive survey design, the sample size was 371 respondents who included; County Education Director (CED,1), Headteacher (10), Teachers (30), Leaners (300), and Parents (PTA, 30). The paper primarily collected data through questionnaires and interviews. The study established that 90% of head teachers, 97% of teachers, 87% of learners, 96% of parents, and one CED acknowledged the presence of the School Feeding Programme (SFP) and meals in primary schools. The paper established that School feeding programmes (SFP) during education in emergencies (EiE) had a positive effect on enrolment rate in primary education in Twic East County, Jonglei State, South Sudan. The paper recommends the upscaling of school feeding programmes to other schools to enhance learners’ participation and academic performance in South Sudan.

Identifying parentally perceived barriers for children with celiac disease to participate in elementary school meal programs

AbstractSeveral states have recently enacted laws permanently granting all public school students access to free breakfast and lunch. However, children with dietary restrictions, such as celiac disease, may encounter barriers to participation in these meal programs. We surveyed caregivers of school‐aged children with celiac disease to study barriers to universal school meals. More than half of the children with celiac disease did not participate in school meal programs due to concerns about the cafeteria's ability to prepare gluten‐free meals safely. Moreover, among those who were food insecure and gluten‐free food insecure, 50% had never consumed free school lunch and breakfast. Parental perception of nutritional quality, communication regarding gluten‐free options, and safety of school kitchens emerged as common obstacles to participation in these programs. Addressing these concerns is paramount to ensuring equitable access to nutritious meals for all students.

Stakeholder Perspectives on the School Food Environment: Insights from South African Learners-A Pilot Study.

Leveraging learner-driven insights to enhance the SFE can significantly influence food choices by decreasing the consumption of unhealthy foods and increasing access to healthier options. Using learners' voices as important stakeholders in the school food environment (SFE), this qualitative research study aimed to gain a deeper understanding of their perspectives, identify barriers and enablers to fostering a healthy SFE in South African public schools, and explore the link between the SFE and learners' food choices. Six focus group discussions (FGDs) with 4-6 participants were held in six schools, including three primary and three secondary schools in the KwaZulu-Natal Department of Education's iLembe district, SA, with learners aged 12-14 and 15-18 years, respectively. Learners were asked how schools could help them eat healthier and how their SFE benefitted them. The data were analysed using thematic data analysis methods. The FGDs generated 14 themes and subthemes. Emerging information suggests a lack of control over the sale of unhealthy food despite the existence of guidelines. This is further exacerbated by the marketing of unhealthy foods, which prevents learners from selecting healthier options. Furthermore, they stated that promoting the school food programme (SFP) and changing attitudes towards healthy food intake through comprehensive nutrition education are useful ways to enhance the SFE. The findings of this study underscore the critical role of learner insights in shaping effective strategies to improve the SFE.