A qualitative study of a food intervention in a primary school: Pupils as agents of change. (1st December 2015)

• Record Type: Journal Article
• Authors: Ensaff, H.; Canavon, C.; Crawford, R.; Barker, M.E.
• Is Part Of: Appetite. Volume 95(2015)
• Page Start: 455
• Page End: 465
• Publication Date: 2015-12-01
• Subjects: Children -- School -- Qualitative methods -- Cooking -- Food intervention; Food habits -- Periodicals; Appetite -- Periodicals; Appetite disorders -- Periodicals; Electronic journals; 306.4613
• DOI: 10.1016/j.appet.2015.08.001
• Languages: English
• ISSNs: 0195-6663

Abstract

Abstract: This study explored the impact of a school-based kitchen project at a large inner London school. Timetabled kitchen classroom sessions (90 min every fortnight) were held with all 7–9 year old pupils. Semi-structured focus group discussions (with 76 pupils, 16 parents) and interviews (with headteachers, catering managers and specialist staff) were conducted at the intervention school and a matched control school. Categories and concepts were derived using a grounded theory approach. Data analysis provided three main categories each with their related concepts: Pupil factors (enthusiasm and enjoyment of cooking, trying new foods, food knowledge and awareness, producing something tangible); School factors (learning and curriculum links, resource implications and external pressures) and Home factors (take home effects, confidence in cooking and self-esteem, parents' difficulties cooking at home with children). Children's engagement and the opportunity to cook supported increased food awareness, skills and food confidence. In the grounded theory that emerged, take home effects beyond the school gate dominate, as children act as agents of change and influence cooking and food choice at home. These short term outcomes have the potential to lead to longer term outcomes including changing eating behaviour and diet. Highlights: We examined the impact of a primary school-based food intervention, Jamie Oliver's Kitchen Garden Project. Using a grounded theory methodology, key concepts and categories were revealed. The intervention promoted pupils' greater food awareness, appreciation and skills. Pupils acted as agents of change, influencing cooking and food choice at home.