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University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours.

Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4–5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes.

The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with “food literacy” and “campus food” being the top two factors.

This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.

The aim of this paper is to share the details of a multidisciplinary approach, which includes occupational therapy, and to review the factors that should be considered in the evaluation and treatment of children with autism spectrum disorders (ASD) who are excessively selective in their food choices. Issues in this area are complex and often related to several complementary domains (medical, nutritional, psychosocial, sensorimotor, etc.). However, feeding disorders are frequently assessed and treated from a single discipline and important issues are missed or confounded.

A team of experienced clinicians in the field of paediatric feeding disorders gathered the knowledge and experience they acquired from working with individuals with ASD as well as with individuals with other neurodevelopmental diagnosis. A review of current literature in paediatric feeding disorders was used to document and explicate the multifactorial nature of feeding disorders in children with ASD and justify the need for a multidisciplinary approach to issues in this area.

Feeding disorders in children with ASD are linked to multiple sensory, motor, behavioural, nutritional and gastrointestinal comorbidities. A multidisciplinary approach is needed and increasingly recommended. However, multidisciplinary teams, specialised in the care of children with ASD and feeding issues, continue to be difficult to locate and access for families. The authors sought to highlight the signs of feeding problems in children with ASD from different domains and share a model of a multidisciplinary approach that can lead to more successful interventions.

The detailed description of the domains linked to feeding issues and the clinical descriptions provided throughout the paper create a roadmap for other clinicians aiming to set up similar teams.