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The purpose of this paper is to provide a snapshot of secondary school food policy (SSFP) across the devolved nations (England, Scotland, Wales and Northern Ireland) to offer insights into a growing area of policy concern. The selected context of research is school food policy (SFP), an area of research which has received little attention in terms of policy approaches. The review is focused on 2010 to 2022.

This work combines interdisciplinary perspectives spanning across food policy, public health, psychology, education and sociology. This combination has merit as it offers different perspectives in terms of understanding SFP. The study was conducted between August 2021 and March 2022, using a desk-based review, analysing policies on food in secondary schools. Data collection was conducted through the Web using key search terms. The READ (Read, Extract, Analyse, Distil) approach was used as a systematic procedure to analyse policy and evaluation documents.

To all levels of government, it is recommended that a coherent policymaking approach be used to tackle SSFP improvements, to progress a whole school approach to food, supported by long-term dedicated resources while engaging children in SSFP development. For education departments, it is recommended that a food curriculum review, connected to school meals alongside a refocus on school food standards monitoring and reporting is crucial in serving the future generations. The current economic crisis has had an impact on public spending. Universal Free School Meals has been said to make an enormous difference to well-being.

The current findings suggest that researching SFP across nations has merit. There is a relative lack of focus on secondary schools, in light of England’s focus on the National Food Strategy (focus on children), post-pandemic, economic crisis – together this makes school food and food policy a topic of real urgency and importance. Lessons can both be learned, particularly in promoting healthier and more educationally inclusive school food practices. Research in this area can inform curriculum design and school food environment and system changes from the perspective of learnings around taking a whole school food approach to education.

The study aims to investigate market reactions associated with the JUST 100 rankings published by JUST Capital, a non-profit organization, as well as differences in financial reporting quality and performance between selected firms and their industry peers.

This study uses a sample of 431 firms selected as the 100 America’s Most Just Companies between 2016 and 2020 by JUST Capital. This study performs both an event study to determine whether the rankings are useful to investors and cross-sectional regression analyses on the characteristics of selected firms compared to their peers.

This study finds that investors react positively to selected firms around the time of the release of the JUST 100 rankings, suggesting that the rankings are decision-useful. This study also finds that selected firms exhibit higher accounting quality and financial performance than their peers.

Rankings may not be free from bias because of JUST Capital’s ownership of an exchange-traded fund.

The findings validate the rankings as well as the methodology used by JUST Capital, as they show market participants value firms that engage in socially responsible actions through their commitment to positively impact five key stakeholder groups: employees, customers, communities, environment and shareholders.

To the best of the authors’ knowledge, this is the first study that shows the importance of the JUST 100 rankings for investment decisions. Considering the growing push for companies to disclose environmental, social and governance (ESG) activities, this study provides evidence to support ESG disclosure regulations.