Healthy school food environments in New Brunswick: Analysis of exemplary schools

Abstract

Introduction: There is room for improvement in the food environments in Canadian schools. No comprehensive study has yet examined exemplary schools that demonstrate healthy food environments. Guided by the comprehensive school health framework and the consolidated framework for implementation research (2009), this research addressed this gap and examined exemplary school food environments to determine: 1) key components of positive food environments in exemplary schools, 2) the roles of partnerships, and 3) the factors associated with successful food environments.

Method: A case study, primarily qualitative, was conducted in six Anglophone exemplary schools in New Brunswick. Data were collected during in-person school visits through 1) observations; 2) interviews with school-level leaders and leaders of individual food programs (n=31); 3) focus group interviews with students in grade 6 and above (n=3); 4) a school self-assessment survey; and relevant fieldnotes, photographs and documents. Data analysis included cross case descriptive synthesis and thematic analysis.

Results: The components of positive food environments in all schools included free breakfast programs and mostly paid lunch programs (aimed to follow provincial nutrition policy) and nutrition education activities such as cooking classes; three schools had gardens. Positive aspects included the availability of fresh fruits and vegetables, food support to students in financial need, and involvement of students in food activities. All schools had partnerships with community organizations and members, receiving 1) financial assistance for breakfast programs (n=6), and free lunches to students in need (n=3), cooking classes (n=4), and gardens (n=3); 2) volunteer services (n=6), supporting food programs (n=4), garden activities (n=2) and cooking classes (n=1); and 3) food donations (n=4) used in food programs.

Factors associated with overall success included awareness and optimism regarding school food, a low profit strategy, a supportive school environment, outsourcing of resources from the community, and customized strategies in management.

Conclusion: Exemplary school food environments had positive aspects regarding their activities and support from partners, making food a priority within their schools. Program sustainability was a potential issue due to schools’ dependence on community organizations and lack of monitoring. Federal funding from the new national school food program can help address these challenges.