Food spaces that foster student capabilities: insights from a rural Aotearoa New Zealand high school

Abstract

This study explores how a school wharekai (communal dining hall) implementing the Ka Ora, Ka Ako Healthy School Lunch Programme operates as a multidimensional health promotion setting that fosters student capabilities beyond nutrition. Using a qualitative approach grounded in mātauranga Māori (Māori knowledge) and community-based participatory research, we conducted focus groups with 22 students and semi-structured interviews with 12 staff members to examine how the wharekai promotes wellbeing. Findings show that the wharekai provides a culturally responsive environment where three interrelated capabilities flourish: self-management, interpersonal relationships, and community participation. Through daily routines and authentic roles in food preparation, students practise responsibility, initiative, and cooperation. Shared meals strengthen tuakana–teina (peer) relationships and build trust between students and staff, while collective activities foster belonging, reciprocity, and sustainability. Conceptualizing food spaces through cultural frameworks such as the wharekai demonstrates how school food programmes can simultaneously address food insecurity and create transformative learning environments. This study highlights how culturally grounded, settings-based approaches can integrate nutritional, social, and relational dimensions of health promotion, reimagining school food provision as a holistic, capability-building practice that enhances individual and collective wellbeing.