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In an attempt to tackle the incidence of poverty and social exclusion in the Ghanaian society, a number of social protection programmes including the school feeding programme is introduced. The programme is designed to cater for the extreme poor and as well encourage enrolment and attendance in the country. The purpose of this paper is to assess the intention or objective for which the programme is initiated and the realities on the ground. It looks at whether the current beneficiaries are the extreme poor described in the policy document.

The study explored the incidence of poverty in Ghana using the Ghana Living Standard Survey (GLSS6) and the Ghana School Feeding Annual Operation Plan (GSFAOP) with the help of the school feeding policy document to draw on actual beneficiaries and potential beneficiaries. The differences between percentages of poverty (2012/2013) and feeding schools was computed using GLSS6 and GSFAOP. The study also conducted a number of open-ended interviews with some stakeholders to validate the nature of recruitment of beneficiary schools.

The study concluded that there is a mismatch of potential beneficiaries and current beneficiaries using the referred data sources. It was found out that majority of beneficiary schools are located within areas of lesser incidence of poverty. This could be attributed to political interference in view of testimonies from respondents and the computerisation of GLSS6 and GSFAOP. The study therefore proposed that the allocation of feeding schools should be done to reflect the percentage of poverty situation in each region. This could be achieved when the district education office takes control. It will help minimise the level of politicisation and as well improve efficiency.

The study therefore highlighted the relevance of the school feeding programme and the inverse relationship it has with political interference. It again demonstrates the need to restructure the operations of the programme to meet the objective for which it was established.

Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance effective and efficient delivery of the school feeding programme at the school level.

A total of ten basic schools were purposefully selected for the study with the use of the case study method. Interviews and observations were made in all the selected schools using a semi-structured interview guide. It was also done for some selected stakeholders within the study area under the school feeding programme.

There is an indication that teachers as managers and administrators of the school system are not actively involved in the feeding programme leading to an ineffective and efficient delivery. The school children do not get the best from the programme. There is a need to put teachers in charge of operations at the school level. This will improve trust and cooperation between caterers, students and opinion leaders. The structure at the school level should be redesigned making caterers answerable to the teacher. Teachers as implementers in the case of the capitation grant will enhance efficiency leading to the achievement of the goal of the programme.

The study underlines the importance, efficiency and influence of the teacher within the school system, in the operations of the school feeding programme and in the Ghanaian society.

This ethnographic study of school food service employees at an elementary, middle, and high school in the Midwest introduces “feeding labor,” a concept to signify a form of gendered labor that entails emotional and bodily feeding activities.

This chapter is based on 18 months of participant-observation and 25 in-depth interviews.

I illustrate three characteristics of feeding labor: (1) the physical labor of attending to the feeding needs of customers, (2) the emotional labor of managing feelings to create and respond to customers, and (3) variations in the gendered performance of feeding labor as explained through the intersection of race, class, and age. These dimensions vary across different field sites and emerge as three distinct patterns of feeding labor: (1) motherly feeding labor involves physical and emotional attentiveness and nurturing with mostly middle- and upper-class young white customers, (2) tough-love feeding labor involves a mix of tough, but caring respect and discipline when serving mostly working- and lower-middle class racially mixed young teens, and (3) efficient feeding labor involves fast, courteous service when serving mostly working- and middle-class predominantly white teenagers.

These findings show that a caring and nurturing style of emotional and physical labor is central in schools with white, middle-class, young students, but that other forms of gendered feeding labor are performed in schools composed of students with different race, class, and age cohorts that emphasize displaying tough-love and efficiency while serving students food. Examining this form of labor allows us to see how social inequalities are maintained and sustained in the school cafeteria.

The purpose of this paper is to critically examine the National Home Grown School Feeding Programme (NHGSFP) in Nigeria. Its special focus is to investigate the impact of NHGSFP on rural communities in Nigeria.

This paper adopts a survey research technique, aimed at gathering information from a representative sample of the population, as it is essentially cross-sectional, describing and interpreting the current situation. A total of 2,400 households were sampled across the six geopolitical regions of Nigeria.

The results from the use of a combined propensity score matching and logit model indicate that NHGSFP makes significant contributions to improving the health and educational status of rural school children, stimulates job creation and boosts rural economy.

This implies that a well-designed and integrated Home Grown School Feeding Programme (HGSFP) can make significant contributions to improving food security at the household level, spurring job creation and boosting agricultural markets.

This suggests the need for a purposeful engagement and support from all stakeholders to ensure the success of HGSFP.

This research adds to the literature on school feeding in low-income countries. It concludes that school feeding programmes have been shown to directly increase the educational and nutritional status of recipient children and indirectly impact the economic and social lives of themselves and their family.

The Home Grown School Feeding and Health Programme (HGSHP) in Nigeria provides primary school pupils across the country with one meal daily. The purpose of this paper is to standardize the HGSHP meals in Osun State and determine the energy, protein and mineral contribution to the school children's daily nutrient intake.

All the HGSHP meals served school children were studied. Questionnaire, standardization of recipe and chemical analysis were employed to evaluate the HGSHP meals and to suggest improvement.

All the meals were cooked. Dishes composed of a mixture of a legume (cowpea) commonly called beans, a cereal (maize or rice) or tuber (yam) taken with a soup or stew and fish or egg. The bean meals were high in protein and carbohydrate. All the dishes had very low zinc content and did not meet 30 per cent of the school children's daily zinc requirements.

This paper may be the first to evaluate the nutritional contribution of school meals in Nigeria.

This paper aims to examine the implications of the efforts to promote a quality-oriented economy that incorporates a vision of environmental sustainability and equitable social development.

The analysis builds on a case study of food procurement in Brazil, which intended to improve the quality of food used in public schools. The case study follows ways that the promotion of quality food has localised the procurement operation, connecting smallholders to citizen-consumers.

The efforts to promote quality food procurement worked to shape reflexive governance in a decentralised political environment and create an institutional device based on cooperative civic participation and state engagement. However, this process highlighted socioeconomic inequality within the country due to uneven local capacities to connect good-quality services to the citizens' everyday places. The study identifies the following paths to tackle this unevenness: improvement of place-based infrastructure; promotion of trans-local cooperation; and building on the existing informal institutional arrangements.

The focus on quality and sustainability in general has been blind to the inequality in local capacities to define and promote the quality-oriented economy in the first place. Recognising inequality through a case study, the paper outlines specific ways for the author to link quality to trans-local equality.

The purpose of this paper is to explore the effect of the use of food products from family farms on school menus of the school feeding program (SFP) of a municipality in Southern Brazil.

A qualitative content analysis was carried out of 16 key informant interviews involved in the SFP, or in agriculture production related to SFP planning, development and supply. The resulting categories were used to construct a quantitative analysis protocol for school menus for three years both prior to and after (n=130 days) procurement of the SFP with food from family farms. The studied variables were the presence (yes/no) of vegetables, fruits, legumes and concentrated foods. Monthly frequency and contrast of proportions were calculated for each variable during the years studied.

The interviewees recognized that the proximity between food production and the school increased the variety of fresh, natural and organic foods in school menus. The direct supply of the SFP with foods from local family farms resulted in a significant increase (p<0.05) in the frequency of vegetables, fruits and legumes in school menus as well as a progressive reduction in concentrated foods.

The design of food and agriculture policy increases the availability of healthy foods in school menus and has beneficial results for promoting healthy meals in schools.

From Toronto comes an equally impressive record. There, Drs. Tisdall, Drake and Ebbs have made a study of the effect of giving women, living on a nutritionally inadequate diet, supplementary milk, eggs, oranges, tomatoes, cheese and vitamins B and D during the latter part of pregnancy. The numbers of pre‐natal anæmias, toxæmic conditions, miscarriages, stillbirths and premature births all showed striking reductions. On this supplementary diet 90 per cent. of the babies born were judged as “good.” The control group scored only 62 per cent. No record in vital statistics is more striking than the fall in infant mortality that has occurred in the past quarter of a century. For this, we have to thank the growth of the infant welfare movement—with which you, my Lord Chairman (Lord Woolton) and your wife were associated as pioneers in its earliest days—and the introduction of dried and pasteurised milks. But the reduction in the incidence of infantile deaths has not been paralleled by a fall in stillbirths and neo‐natal deaths. In Toronto, for example, the former dropped 40 per cent. in the decade before 1939, whilst the latter fell only 7 per cent. They are believed to be much higher in hospital cases than in specialist practice. The evidence that the faulty diet of the mother is more often than not a causative factor appears to be growing. It can, I think, be safely assumed that what has been done and should be done during this war to enable the pregnant woman to get the nutriment she and her growing child require will form the sure foundation on which will be built a post‐war policy to abolish once and for all a hazard to which no expectant mother should ever be exposed because it is her misfortune to lack the means to purchase the foods which her condition demands. The child is born. To‐day, our nutritional policy has ensured that it obtains a good start in life, whatever may be the circumstances of its parents; milk for the mother if she is nursing; milk for the child if it needs artificial feeding. To this are added cod liver oil and orange juice, each of proven vitamin potency. In every home where these bottles of golden juice from the groves of Florida and California are found, they are a reminder of the heartfelt wish of the people of the United States that our babies should not suffer from grave deficiencies which might affect the whole of their later life. I believe this is something which has come to stay. I cannot see us reverting after the war to conditions which make it difficult to provide the fullest protection that can be given by proper diet to the health of every child during its early years. It is said of King Edward VII that he replied, when told that tuberculosis is a preventable disease: “Then why is it not prevented?” He could well have said this of malnutrition. What of the children of school age? How have they fared under war‐time conditions so far as their food is concerned? It is difficult to present a composite picture, for there are so many and so varied problems. Do not for one moment imagine it is only the child from the poor home who is in danger of being badly nourished. I have had in my hands records of the food of boys at exclusive public schools that sent shivers down my nutritional spine. The nutritional policy adopted for the war period has given strong reinforcement to those who wished to see the feeding of school‐children in our elementary schools carried out on a much wider basis and by more up‐to‐date methods. The days when necessity had to be proven before a child was entitled to a school meal will soon seem as remote as those when the proposal to give meals to necessitous school‐children was being vigorously debated. It is hard to credit that there was strong opposition to this project only thirty‐five years ago. Looking at the records of that lively controversy, one finds over and over again that curious concern for “parental control” or “parental influence.” Apparently this is gravely endangered by giving a child a nourishing meal at school. The fact that so large a proportion of those who so dogmatically expressed that view—and there still appear to be many such—had no compunction in packing their own children off to schools where they would be out of parental control for the best part of nine months of the year did not seem to weigh with them. Gone are the days when all that mattered was filling the bellies of the youngsters with something hot and stodgy. Menus for our elementary school kitchens are now planned to give meals appetising and nourishing in themselves, and also to provide over a sequence of days an intake of nutrients which ought to go a long way to make good deficiencies there are likely to be in the home diet. It is much the same principle as that on which Professor Schiötz based the “Oslo meal” and it is fundamentally sound. I do not need to refer in detail to active co‐operation between the Board of Education and the Ministry of Food on these plans for extending the provision of meals for children or to the striking progress that is being made to‐day, in spite of great difficulties arising from shortage of supplies, labour and equipment, to increase the number of good meals provided at school feeding centres. Already the numbers are approaching half a million. But expectations are that a much larger total will be achieved before the end of the year. We are often asked why, when it is so relatively simple a matter to prepare good, nourishing soups, we do not encourage this method of feeding children. I had many enquiries about this when I was recently in the United States, where interesting experiments are in progress in compounding soup‐base mixtures of high nutritional value.

Food socialization is the process of influences that forms children's eating habits and preferences, affecting their well-being for life. The authors' study explores what children and adolescents eat and how they obtain food at school, aiming to describe the deleterious food socialization phenomenon. The authors focused on understanding how deleterious food socialization influences children's food well-being within the school environment.

The authors developed a mixed methodology using structured questionnaires with open and closed questions. The authors also took pictures of the schools' canteens, which allowed deepening the understanding of the school environment. The data collection occurred in two Brazilian private schools. The schools' teachers were responsible for collecting 388 useful questionnaires from students between 10 and 14 years old.

The authors found statistically significant differences between food originating at home and school. The amount of ultra-processed foods and beverages consumed at home and taken by children and adolescents from home to school is smaller than what they buy in the school canteen or get from their colleagues. Thus, the authors suggest that the school environment tends to be more harmful to infant feeding than the domestic one.

This study coins the concept of deleterious food socialization: situations or environments in which the food socialization process negatively impacts one's well-being. The authors' results illustrate the deleterious food socialization phenomenon in the school environment.

This chapter provides an overview of speech-language pathology including education and training requirements of the field of speech-language pathology and the typical role that speech-language pathologists play as members of school-based teams serving children with speech-language-hearing related delays and disorders. A description of the primary areas of treatment is provided along with suggestions for how collaboration with additional team members and families are involved in school-based intervention plans.