Feeding change: school meal support in the Netherlands and the perspectives of primary school professionals

BACKGROUND: In 2023, the Dutch government launched a national School Meals Program for schools where at least 30% of children came from families with a low income. Reports on children arriving at school hungry led to initiation of the program, which allows schools considerable freedom in providing meal support. Despite little prior experience, many eligible schools adopted some form of support, marking a notable policy shift in the Netherlands. This study aims to explore Dutch primary school professionals’ perspectives on school meal support, focusing on the types implemented, considerations influencing their choices, and perceived impacts. METHODS: We held 25 semi-structured interviews and three focus groups with professionals from eligible primary schools in Amsterdam. Interviews focused on the types implemented, the considerations and perceived impacts. Focus groups were held to deepen, cross-check, and validate interview findings. Interviews and focus groups were guided by the Measurement Instrument for Determinants of Innovations and the Action Scales Model. Thematic analysis was conducted using an inductive approach to develop codes and themes. RESULTS: We found that schools typically chose one of four types of meal support: (1) meals prepared by parents or volunteers, (2) third-party meal deliveries, (3) grocery packages, or (4) debit cards. Many schools started participating after seeing children arrive hungry and/or without sufficient lunch. In deciding on a meal support type, schools took multiple considerations into account, including staff capacity, parental involvement, stigmatization, beliefs about responsibility, and the effectiveness of the meal support in improving access to healthy food. Participants reported positive effects on children’s well-being and dietary intake, as well as on relationships between parents, schools, and the broader community, particularly when meals were provided on site. CONCLUSIONS: This study demonstrates that the implementation of school meal support in the Netherlands, a country without a prior tradition of school meal provision, was not determined by resources alone but also by the values and beliefs of school professionals. Our findings highlight the need for researchers and policymakers to understand and engage with these values and beliefs to enhance the adoption and sustainability of meal support policies.