Systems-Based Dialogue With Secondary School Students to Explore School Food Environments That Promote Healthy People and Planet.

چکیده اصلی

BACKGROUND: The quality of food environments in secondary schools in the Republic of Ireland (ROI) varies depending on local practices. Funding for free hot school meals recently increased significantly with phased implementation and priority for universal access in primary schools and among 'disadvantaged' status schools at the secondary level. Engagement with students, in the context of rapidly changing school food policies, is lacking. This study explored students' views about the food environment in secondary schools using a system-based approach and identified student priorities for actions and policies to support school food environments that are healthy for people and planet. METHODS: A cross-sectional qualitative study design using participatory methods was used. Public secondary schools were recruited in 2023 and 2024. Fourth year students volunteered to participate in one CO-CREATE Dialogue Forum per school on the idea: How to make our school food environment better for our health and the planet? Data were analysed using content analysis. The systems-based action scales model was applied to categorise students' recommendations for a desired system. RESULTS: Sixty-two students (55% female) aged 15-17 years in eight schools (including four schools designated 'disadvantaged' status) participated in dialogue forums. Issues with time, space and mealtime infrastructure were reported by students. Dissatisfaction with food quality and lack of variety were reported by some. Practices that identify students accessing free school meals risk perpetuating stigma. Food and packaging waste and catering for diverse food cultures and health needs were students' primary concerns from a planetary health perspective, with a small minority suggesting more plant-based food options. Limited opportunities to influence school food were reported. In the desired system, food choice, taste and quality, food and packaging waste, adequate spaces to eat and socialise, improved break-time logistics (e.g., food ordering system, time available, queue systems), and structures for participation and influence were priorities for students. CONCLUSION: The CO-CREATE Dialogue Forum was an effective method for exploring school food, with students demonstrating systems thinking ability in considering a range of factors shaping their environments. Their ideas and solutions are important to inform policy and practice at local school, public health and government levels.

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