This article is based on a qualitative multiple case study aimed at ealuating the effects of free school meal intervention on pupils' learning, and on the learning environment i schools. The study was conducted at four schools, each offereing free school meals for 20 weeks. At each school individual and focus Group interviws were conducted with students in grade 5-7 and grades 8-9- Furthermor, students were obserede during lunch breaks, and interviews were conducted with the class teacher, headmaster and/or the person responsible for school meals. The pupose of the article is to explore the lelarning potentials of school meals. The corss-case analysis focuses on the involved actors' perceptions of the school meal project and the meals, including Places Places, times and contexts, and the pupils' concepts and competencies in relation to food, meals and Health, as well as their involvement in the school meal project. The anlysis indicates that the pupils have developed knowledge and skills related to novel foods and dishes, and that school meals can contribute to pupils' learning, whether this learning is planned or not. However, if school meals are to be further developes as an arena for learning, greater consideration must be given to the interaction between pupil, school meal and teacher than in the school meal Projects presented in this study, and the potetials for learning through school meals clarified and discussed in the schools. Studying the school meal Projects raises a number of dilemmas, such as whether the lunch break should be a part of or a break from education, are school meals a common (school) or private (parent) responsibility, and questions about pupils' and teachers' roles and participation in school meals.
Appetite, 2014, Vol 78C, p. 23-31
School meals; content; competencies; Learning; Participatiion; Madkundskab; Fællesskab; Læring; Grundskole