PhD project The school meal is intended to provide the energy and nutrients students need to fully participate in their education. Some students may experience difficulties during mealtimes, related either to the surrounding environment or to the food being served. The aim of this project is to contribute to knowledge about the food and the mealtime environment during school lunch for students diagnosed with ADHD or Autism Spectrum Disorder. The results may help create better conditions for all students.
The research project aims to increase knowledge about the school lunch experience for students diagnosed with ADHD or Autism Spectrum Disorder (ASD). The background is that some students may experience eating difficulties and be particularly sensitive to environments with many sensory stimuli. The study, based on school observations and interviews, also explores the perspectives, approaches, and practices of teachers and school meal staff, with a focus on inclusion, norms, and diversity.
The school lunch is a central part of the Swedish education system and aims to provide all students with equal access to a nutritious meal. It is intended to supply the energy needed for students to stay focused and fully participate in their education. According to joint guidelines from the National Food Agency and the National Agency for Education, the school lunch is also considered part of the educational mission. It is described as a pedagogical tool that can be integrated into curricula and other school activities.
For many students, the learning environment and the school lunch can present challenges. Previous research has described the school restaurant as a noisy and busy environment that can also be socially demanding. In addition to the mealtime setting, other factors may affect some students’ experience of the school meal, such as eating difficulties that require meal adjustments.
The aim of this research is to explore and analyze the school meal with a focus on inclusion, norms, and diversity. The project places particular emphasis on the experiences of students diagnosed with Autism Spectrum Disorder (ASD) or ADHD, examining what occurs in the interaction between these students’ eating habits and the organizational structures and norms surrounding the school meal. The study also investigates teachers’ and school meal staff’s perspectives, approaches, and practices related to the school meal. It is based on observations in school restaurants and school kitchens, as well as interviews with students, caregivers, teachers, and school meal staff.
Expanding research in this field can provide valuable insights to support the development of a more accessible and inclusive school environment—one in which the school dining hall is recognized as an integral part of the learning environment.
View publications: Susanna Sandberg
