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Starting Young: Healthier Local Food in Schools, Colleges, and…

- - - - Tend to be clustered a short walking distance from schools--especially in lower income neighborhoods.This undermines nutritional knowledge taught at school
    - - Aimed directly at kids and present everywhere in their life
    - - Children like fast-foods
  - - - Poor nutritional choices in the vicinity of schools have a strong influence on students nutritional habits
    - - Children choose snack foods over school lunch program, eating fewer fruits and vegetables, and more sweet drinks and fats. E.g. Vending machines
    - - Makes money
    - - Saves money
    - - Limits menus to processed food prepared elsewhere
  - - - U.S. federal lunch program subsidies pay 90 cents per school lunch; absence of federal funding for school lunches in Canada
    - - The fast-food industry spends $4.2 billion on marketing, while the USDA's Center for Nutrition Policy and Promotion, only $6.5 million
    - - Does not support healthy eating in schools
- - - - May increase school servings of fruits and vegetables; may reduce children's soda consumption; and may reduce overweight and obesity
    - - Outcomes on kids' overall eating are hard to know
    - - City of Detroit; B.C. government
  - - - Offer healthy and nutritious meals at low costs
    - - School's concerns over food safety
    - - Let's Move campaign - Michelle Obama & Ann Cooper: provides a rolling food station, preparation and serving gear, and training materials for staff
  - - - Encourage healthy eating habits without costly redesigns or expensive menu changes
    - - Moving vending machines away from cafeteria; putting healthy food at the front line; offer choices; putting the salad bar near the cash register; creating a healthy express line, etc.
  - - - Contribute to students, parents, teachers, and elders' knowledge, attitudes, and behaviours toward local healthy food; promote more consumption of fruits and vegetables; help with farmers' income; increase community ties; build self-esteem; healthy food at low price due to school-farm agreements
    - - Funding; high initial price tag for schools without kitchens or dining area; engaging and retaining volunteers; equipment upgrades; staff training; reliability in product availability
    - - US Farm to School program: links local farms with nearby schools; and Take a Bite of B.C. program: delivers B.C. grown products to 33 school teaching kitchens.
  - - - Improve children's diet at school; promote food literacy; provide experential learning; promote teamwork and community ties; fun --> so successful that the USDA plans to promote gardens at all K-12 schools
    - - Complementary to other food procurement methods; stewardship (especially during summer breaks); Children's attention, learning, and discipline may reduce in outdoor settings. Partnerships with senior homes or summer camps can help produce maintenance during the summer
    - - The Edible Schoolyard - Chez Panisse Foundation: one-acre organic garden and kitchen classroom for urban public school students; Terra Nova elementary schools: plots at nearby central gardens, and on-site chef that teaches children cooking lessons
  - - - Support healthy eating programs in schools
    - - Implementation varies according to government's priorities and values
    - - School Fruit and Vegetable Nutritional Program - B.C. government and non-profit partner (1100 schools): students and teachers receive one serving each of a new fruit or vegetables delivered to the classroom, twice a week, every other week for 14 weeks.
  - - - Provide an easy, low-cost alternative to gardening without garden space available; simple enough for children to take care of it on their own
    - - Vermiculture: may cause unpleasant odoors
    - - Fort Vermilion school, Alberta (Earthboxes); Fraser Valley (Spuds in Tubs); Waterville Elementary School, Oregon (Vermiculture)
- - - - Reliable supply of food of sufficient quantity and appropriate quality
    - - Individuals have adequate resources to obtain appripriate food
    - - Permanent and sustainable access to food (stability of the three other pillars over time)
    - - Individuals have culturally appropriate, and nutritious foods that can be adequately assimilated and used by the body
- - - - Think & Eat Green at School Project, Vancouver, B.C.: Community-based action research project that contributes to healthy and sustainable school food systems in Vancouver
- - - - Lack of clear guidelines and policies to guide sustainable food systems interventions in schools (Everitt et al., 2022)
      - Difficult for staff to be consistent in practice due to regular staff changes (Everitt et al., 2022)
      - Difficult for schools to encourage healthy choices (Everitt et al., 2022)
    - - Consistency in programme availability and curriculum components in schools and at the broader level (governments) (Everitt et al., 2022)
      - Adaptable guidelines to address local, context-specific health challenges (Everitt et al., 2022)
  - - - Lack of funding restricts access to: staff time, food variety, infrastructure, or gardening and composting space and equipment (Avila, 2018; Everitt et al., 2022).
      - Lack of appropriate training, knowledge, and staffing levels hinder the use of pedagogical materials (Everitt et al., 2022; Stewart et al., 2021)
    - - Staff characteristics: hardworking, skilled, resourceful, creative, and passionate (Everitt et al., 2022)
      - relationships with donors, funders, nursing students, and community members (Everitt et al., 2022)
  - - - Managing the large scale of projects + engaging with all co-investigators + creating change in the schools (Rojas et al., 2017; Rojas et al., 2011)
    - - Shared goals amongst collaborators (Rojas et al., 2017; Rojas et al., 2011)
  - - - Cold or rainy days reduce children’s attention and learning
      - Open spaces --> harder for teachers to control students
      - Some students --> harder to concentrate in environment with less structure