Health, wellbeing and nutritional impacts for students and families after two years of government-funded school lunches in low advantage schools in Aotearoa New Zealand.

Abstract

Abstract Objective: In 2020, a government-funded school lunch program was introduced in a quarter of New Zealand schools selected based on high levels of socio-economic barriers. We report family (whānau), student and principal perspectives on the impact of the first two years of this healthy school lunch program. Methods: We conducted five focus groups (2 with secondary students and 3 with family members) and four school principal interviews. Thematic analysis was carried out to develop themes describing the health, wellbeing and nutritional impact of the program. Participating schools represent a range of contexts: primary and secondary, and schools using on-site kitchens and cooks or schools choosing to receive meals delivered by external caterers. Results: Family participants were 82% Indigenous Māori and self-identified as having ‘borderline’ (73.5%) or no financial security (8.8%). Seven positives themes were identified: improved food security, enhanced equity, increased appreciation of healthy foods for students, enhanced mana (wellbeing) for all, reduced financial hardship and stress for families, opportunities for nutritional learning and that appreciation and uptake happen over time. Four negative impact themes were identified: low uptake that created food waste, perception that healthy food is not palatable for students, lack of knowledge of the program and loss of agency for students. Conclusions: This is the largest intervention in nutrition and food security for children ever to be introduced in New Zealand. The first two years have resulted in important wellbeing and financial benefits for students and families involved, particularly when the school environment promotes uptake. More involvement of students and family members is essential.