How Are School Food Environments Characterised in the Literature?

Abstract

Background

The school environment can enable and support healthy behaviours in children and the wider school community. To enhance this environment, it is important to understand what constitutes a school food environment, ie, how is it defined? and the characteristics of these. Currently there are varied approaches to defining school food environments in the literature.

Objective

To identify and summarise how school food environments are defined in the literature and the characteristics of these.

Study Design, Settings, Participants

A scoping review process, utilising a protocol developed a-priori and following the JBI methodology for scoping reviews, searched for all evidence that aims to define, describe, conceptualize and measure the school food environment in early childhood, primary and secondary school communities within a global context (quantitative, qualitative and mixed methods studies published in peer-review journals, and grey literature sources like government, organisation or research reports, theses and dissertations). A timeframe of 2001–2023 was used. Summary sheets, conference abstracts and opinion papers were excluded.

Measurable Outcome/Analysis

10,806 sources were initially identified. After checking for duplicates and undertaking title/abstract, and full text screening by at least two independent reviewers, 276 studies were included for data extraction using Covidence. Excel and NVivo were used for analysis. Data was categorised and presented by regional characteristics, with key themes summarised.

Results

Of 276 studies included, 76 defined the school food environment. The majority were from North America (n=27), while n=10 used a global focus. Sources included studies that focused on internal (within the defined school grounds/boundary), external (outside of the defined school grounds/boundary), or both spaces. Definitions varied with reference to policy, formal/informal food vendors/retail, food composition, labelling, education, marketing, and buildings/facilities included. Sociocultural, political, and economic surroundings were also identified.

Conclusions

Varied definitions of what constitutes a school food environment exist in the literature. These findings may assist researchers and professionals to consider a broad range of opportunities to further enhance supportive food and nutrition environments within schools.

Funding

None