The Whats and Whys of School Lunches: A mixed-methods study of the nutritional value of lunches eaten by elementary students during schooldays and their caregivers’ attitudes and practices towards school lunches.
Notice bibliographique
Résumé
Background: School-age children spend a significant portion of their day at their educational facilities, consuming meals such as lunch. Evidence suggests that most children in Canada have poor-quality diets, especially during the school day. The lack of universal national or provincial school food programs and policies in Canada limits the utility of dietary recommendations. Families most often provide lunch during the school day, with a minority of students accessing small-scale school lunch programs.\nPurpose: To study the nutritional value of school lunches of elementary students, to explore their caregivers’ attitudes and practices towards these lunches, and to relate these attitudes and practices with what children eat for lunch at school. \nMethods: This is a mixed-method research design study. It starts with a descriptive quantitative component using plate waste methodology to assess nutritional contribution and NRF 9.3 Index of school lunches, followed by a naturalistic phase, involving interviews which explore caregivers’ attitudes and practices regarding school lunches. Lastly, it comprises the integration of the results from both the quantitative and qualitative phases.\nResults: Lunches’ mean, and median energy contribution was 442.6 kcal (SD 209.6) and 413.5 kcal (IQR 287.6), 13.6% of which were proteins. There were statistically significant differences in calorie content observed across grades. The lunches’ nutritional contribution fell below Canadian references for the most critical nutrients for childhood, such as calcium and vitamin D. The mean NRF9.3 Index score for school lunches was 346.8, with statistically significant variations between grades. \nIn terms of the context surrounding these lunches, parents reported that preparing them was a stressful chore. Various factors affected them, such as nutrition, cost, portability, and time constraints. Additionally, parents aimed to include options that their children would like to eat, ensuring they were going to be fed during school hours.\nConclusion: Most school lunches are characterized by a low contribution of critical nutrients for childhood, which can be attributed to various circumstances within the families' and students' contexts. The implementation of public policies could play a crucial role in addressing this issue, such as a universal school lunch program to guarantee all students have access to nutritious meals during the school day.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,015 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».