To Örebro University

In Sweden school meals are served to pupils and teachers at elementary and high schools. School meals are often criticized by pupils, teachers and parents in public media.  Similarly, both policy decisions and budget allocated to this aspect of social program receive much media coverage.

 Perceived quality is seen as a problem and dietary managers experience a lack of confidence. Entrepreneurs and producers of school meals also express difficulties in communicating school meal quality and value to teachers and students. Subsequently, the aim of this paper is to examine the factors that affect:

• The perception of school meals,
• The interaction and strength of relationship between teachers, students and kitchen staff and their effect on the acceptance of school feeding.

To identify key factors that might influence the parties’ satisfaction with school lunches provided and consumed, a questionnaire was developed. Statements related to kitchen staff engagement, company during lunches, interior design and food satisfaction were included. The questionnaire was modified to fit the particular roles of teachers and kitchen staff. A total of 207 questionnaires were completed, with 149 students, 43 teachers and 15 kitchen staffs.

The results indicated that:

• students and teachers did not think kitchen staffs had an inviting approach to meal service while kitchen staffs thought the contrary
• students revealed that neither kitchen staffs nor teachers invited them to sensory experience
• the three groups were all satisfied with the eating environment at schools
• the presence and actions of peers, teachers and kitchens staff did not affect the perception of the meals