This paper addresses the imminent challenges of childhood obesity, childhood food poverty, food system induced biodiversity loss, and climate change through an examination of the integration of meals and food education provision in schools. School meals are one of the largest social safety nets in the world (Alderman & Bundy, 2012) yet school meal service has been characterised with the predominance of ultra-processed food (Parnham et al., 2022), due to the reliance on a small number of large multinational wholesale corporations (Sabet, 2022). This results in children experiencing the same narrow variety of food on the plate every day. Furthermore, despite the statutory requirement for food education since 2014, significant enhancements in provision have not materialised (Ballam, 2018). Guided by the research question on how integrated 'food experiences' during meals and education provision can serve as a transformative mechanism to alleviate health inequalities in school food, this study builds on the findings of a realist evaluation on a sustainable school food intervention in three schools in England. The study presents a new integrative approach to school food while highlighting its potential in addressing health inequalities in schools. 

This study is founded on the concept of ‘sustainable school food’, which refers to a complex system that integrates the dimensions of nutrition, and environmental sustainability associated with meal provision, with food education in schools (Jones et al., 2012). Against the backdrop of a diminishing positive human connection to nature, particularly among disadvantaged populations, leading to a phenomenon which has been referred to as the ‘extinction of experience’ (Pyle, 1978). This study draws on John Dewey's philosophy of experiential learning (1932) to formulate a conceptual understanding of school food experiences which integrates meals and education provision in schools. Experiential learning theory posits that effective learning occurs through direct experience of doing and reflection, which is particularly pertinent to food education in schools. Emphasising experiential learning, the study explores how the amalgamation of meals and education facilitates transformational learning opportunities for pupils. On the one hand portraying sustainable school meals as a pedagogical tool to enhance culinary capital (Kamphuis et al., 2015), and on the other utilising food education to provide authentic learning opportunities such as cooking and farm visits (Smeds et al, 2015). 

Utilising school meals as a learning opportunity is often founded in communal food sharing (Andersen et al., 2015), and social interactions (Lalli, 2022),, reflecting the principle of authenticity and relevance (Smeds, 2015). Such understanding of school food practice is founded on Dewey’s perception of learning needs and the urgency for education to meet those within the pupil’s immediate surrounding (Dewey, 1932; Smeds, 2015). Therefore, school meals can be employed as a pedagogical tool which reinforces pupils' learning on food through relevant and meaningful practice (Osowski et al., 2013). 

This study posits a conceptual understanding of experiential food education, emphasising practical and relevant learning as a core component. The study explores how the meals and education provision in schools converge offering transformational learning opportunities for pupils. Such integration presents school meals as a pedagogical tool which aims to expose children to a wide variety of sustainable food, and  enrich their culinary capital. On the other hand, food education embodies authentic experiences with authentic actors in authentic settings. Examples from the study included cooking school meals, with kitchen and teaching staff, in the school kitchen and engaging in food growing activities with small farmers in local farms during farm visits.

This paper draws on a large doctoral realist evaluation study of a sustainable school meal intervention enhanced by an experiential food education content in three schools in England. Data was collected using a mixed methods approach on two phases. The aim of Phase 1 was to develop initial programme theories for sustainable school food as reflected in meals and education provision through practice-embedded stakeholder input. During Phase 1, we collected and analysed data from a web-based survey to eight primary schools, semi structured interviews with 15 key informants, and in person observations in 3 schools. Following exploratory phase, a realist evaluation was conducted and data were collected using mixed methods across three case studies to generate qualitative, quantitative and comparative evidence (Pawson, 2013). Methods employed included multiple observations of food experiences during lunch and food education lessons during the intervention, semi-structured interviews with multiple programme experts, 12 focus groups with pupils across all schools as well as well as documents review of menus, kitchen recipes, and wholesale price lists. Quantitative data including records of meals uptake and collected weight of plate waste over three weeks before and during the intervention and were cross-examined with the qualitative data. Finally, comparative evidence was drawn across the three case studies which held particular significance in elucidating context-specific findings (Pawson, 2013). Data generated from each of the three cases was analysed separately for a profound in situ understanding of the phenomenon within each context. Following on from this, the data was cross-case analysed for a more holistic understanding of the phenomena. The quantitative analysis, from the life cycle analysis, financial analysis, and records of meals uptake numbers and weight of plate waste interrelated with the qualitative data drawn from the observations, interviews and focus groups (Handley et al., 2020). Both interviews and focus groups data were transcribed verbatim and contemporaneously with each round of data collection. Hand-written field notes, email correspondences were also transcribed and saved into dated and named Word files under each case. The data analysis process was iterative to accommodate the building and refinement of explanatory theories.

Findings from the realist evaluation underscore the urgency for integrative practice of meals and food education which holds transformative potential in mitigating structural health inequalities experienced by disadvantaged pupils. Experiential food education offers practical opportunities to pupils that may be otherwise limited or absent from their primary education. This paper unveils two latent phenomena within the context of school food in England, denoted as the 'illusion of choice' and the 'extinction of food experience.' The illusion of choice pertains to the apparent diversity in school meals, presenting 3-5 menu options daily. However, these well-promoted menus frequently consist of the same restricted range of ultra-processed food items and a limited variety of fresh fruits and vegetables. Consequently, this practice restricts pupils' exposure to high-quality food and inhibits the exploration of new flavours. Conversely, the concept of food education, emphasising hands-on practical food experiences, emerges as a transformative force, particularly for pupils from disadvantaged backgrounds. In such instances, where pupils often encounter constraints in accessing diverse food experiences beyond the school environment, hands-on food education proves to be exceptionally impactful. The study's findings underscore the transformative potential of integrated school food practices, particularly in alleviating structural health inequalities experienced by disadvantaged pupil populations. Experiential food education provides practical opportunities, such as growing, preparing and cooking food, which are often restricted for pupils from disadvantaged backgrounds. Sustainable school meals which are high in a variety of fresh and seasonal fruits and vegetables maximise pupils’ exposure to new food experiences, familiarise them with sustainable food choices and enrich their culinary capital. In conclusion, this paper advocates for the integration of meals and education into a new transformative approach to school food with a focus on relevance and experience. Such integration can serve as a powerful mechanism in addressing health inequalities among pupils in schools.

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