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Policy Versus Practice: School Food Practices Do Not Reflect Healthy Food Guidance in New Zealand Primary Schools
(Cambridge University Press on behalf of The Nutrition Society, 2025-10-20) Pillay D; Ali A; Wham C; Evans C
Objective: To examine how school food policies and perceived barriers influence food provision in New Zealand primary school canteens, using the ‘Healthy Food and Drink Guidance for Schools.’ Design: Cross-sectional analyses of school food menus, and school food policy and practices surveys completed by school leaders/principals. Setting: New Zealand primary schools. Participants: 239 primary schools completed the school food policies and practices survey, and 80 schools provided canteen menus. Results: Most schools reported having a healthy food and drink policy in their school (76.2%) and promoted healthy eating during school hours (87.4%). Two-thirds (69.5%) identified barriers to healthy food and drink provision, most commonly the convenience of ready-made foods (39.3%), and resistance from parents (34.3%). The number of reported barriers was not a significant predictor for the presence of a school food policy (OR-1.034, p=0.841). School menus (n=80) consisted of 16.4% ‘green’ items, 34.7% ‘amber’ items, and 36.8% ‘red’ items. There was no relationship between the percentage of ‘green’, ‘amber’, and ‘red’ items and the presence of a school food policy or reported barriers. More than a third (38.9%) of menus from schools that reported they had a ‘Plain Milk and Water’ only policy still contained sugar-sweetened beverages. Conclusions: Although most New Zealand primary schools had healthy food policies, this was not consistently reflected in healthy food items on canteen menus. Further research is needed to understand how systemic barriers, such as cost, convenience, and parental influence, affect policy implementation and school food provision.
Examining the New Zealand school food environment: what needs to change?
(Cambridge University Press, 2022-08-15) Pillay D; Ali A; Wham CA
Habitual dietary intakes and nutrition behaviours developed during childhood and adolescence pave the way for similar behaviours to manifest in adulthood. Childhood obesity rates have now reached a point where one in six children globally are classified as overweight or obese. Schools have the unique ability to reach almost all children during key developmental stages, making them an ideal setting for influencing children's nutrition behaviours. Evidence suggests the school food environment is not always conducive to healthy food choices and may be obesogenic. The aim of this narrative review is to explore factors that influence the healthy food and drink environment in and around schools in New Zealand. The review focused on evidence from New Zealand and Australia given the close resemblance in education systems and school food guidance. Using the Analysis Grid for Environments Linked to Obesity (ANGELO) framework, the school food environment was categorised into the following domains: economic, political, physical and socio-cultural factors. Findings suggest that food policies are not utilised within schools, and guidelines to improve the school food environment are not well implemented. Canteen profit models, lack of staff support and resources, and higher availability of low-cost unhealthy foods are among barriers that hinder implementation. This review highlights recommendations from existing evidence, including canteen pricing strategies, restriction of unhealthy foods and using peer modelling in a time-scarce curriculum to improve the school food environment. Key areas for improvement, opportunities to enhance policy implementation and untapped avenues to improve the food and nutrition behaviours of children are highlighted.
Evaluation of school lunch programme at a low-decile primary school in South Auckland : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Science in Nutrition and Dietetics at Massey University, Albany, New Zealand
(Massey University, 2015) Chua, Jennifer
Background: Optimal childhood nutrition is crucial as children experience rapid changes in physical, cognitive and behavioural development. However, increasing number of children is experiencing some form of malnutrition, either over- or undernutrition. Diet inadequacies during school hours need to be addressed as food choices made during lunchtime are significant contributors to their overall diet. Minimal research has been conducted in New Zealand to assess what children are consuming at schools and whether a school lunch programme will be beneficial in improving nutrition and school outcomes. Aim: To assess impacts of Feed the Need school lunch programme on children’s dietary intakes, attendance and behaviours during school hours, pre-, during and postprogramme. Methods: Primary school children aged 10-11 years (n=77) from a low-decile school in South Auckland completed daily food records during school hours, in pre-, during and post- Feed the Need timeframes. Nutritional breakdown of food records was used to examine children’s micro- and macro- nutrients intakes and most commonly consumed food items, across the timeframes. Three recipes from the programme were also analysed to determine their contribution to one-third of a child’s daily requirements. Information for attendance and behaviours were obtained from the school records. Children’s perception of the programme was examined through five Likert scale items, whereas focus group was conducted with class teachers. Results: Feed the Need meals were adequate in meeting one-third of children’s protein, folate, vitamin A, iron and zinc requirements, based on average contribution of the three meals within a week. During the programme, significant higher intakes of the same nutrients were observed (p<0.05). Energy level was inadequate whereas sodium content was elevated in these meals. Confectionery and sweet drinks were most commonly consumed during school hours. Attendance and behaviour conducts remained unaffected by the programme. However it was very well received by the children and teachers. Conclusion: The programme, upon modifications and improvement of recipes, can be a useful instrument to prevent nutrient deficiencies in childhood. Longitudinal studies are needed to examine long term benefits of adequate childhood nutrition on health and educational outcomes. Key words: school lunch programme, Feed the Need, childhood nutrition

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