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Essay On My School Canteen

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The canteen in my school provides students, teachers and other staff with delicious food and drink in hygienic condition. I know that instead of buying things from roadside sellers, it is safe to eat canteen food. Roadside food can spoil our health. I am lucky to have such a good canteen in my school.

Teachers and other staff members are served by canteen boys in trays. They are served with some light refreshments, tea , coffee , soft drinks, etc. They eat it in their office and staffroom during lunch and short breaks. Even they enjoy canteen food wholehearted.

Many find our school canteen as a great advantage to both pupils and staff. However, a few PTA members do not think so. They think that school encourages students to spend money on eating outside food.

Our Principal Mrs. Karbhari is a truthful and straightforward woman. She always likes to put good new ideas into practice. Last month one of the parents in a PTA meeting suggested that there were good chances of improving the services provided by the school canteen. Since then many positive changes have been brought to the canteen.

The quality of the food has improved. It is served fresh and clean. Food is tastier than ever before. Special utensils are used to store food. The variety of food has increased. Most importantly, it is available at many affordable rates.

My school canteen is run by a staff of people who are well trained and dedicated to preparing food that suits best to the children. On every Thursday, each child gets a free banana from the canteen. Bottles of mineral water are also sold here. Most of the South Indian dishes and dry snacks are available in the canteen. I love to have mendu wada sambhar and plain dosa.

During recess, there is a great rush. However, students show discipline and are well-mannered. Specially appointed students from senior classes help in maintaining discipline in the canteen. There are few benches in the canteen where at least fifty to sixty students can sit at a time to have their lunch. Everything runs smoothly during recess.

Sometimes even teachers and other staff members are seen visiting the school canteen. They sit to have their tea, coffee, or some light snacks. Thus, for me canteen in my school must not be considered as a treat but a need because it fills our empty bellies and helps us in making our minds work during studies.

Set 1: Essay On My School Canteen

I study in Cambridge School which is one of the best schools of Mumbai. It has a stone building. It has all the facilities a good school should have well-furnished classrooms, laboratories, library and playgrounds.

As we enter the school, there is a playground to our left and a small garden to our right. When we enter the building, the principal’s room and the office room are to the left and the staff room to the right side. These are well-furnished. There are thirty-four classrooms. Our laboratories are well-equipped. Our library has books on almost all the subjects. Our librarian is also very nice and helps us choose good books.

Our school, like all schools, has a prescribed uniform. We have to wear white or cream cotton shirts, light blue trousers, black shoes and white socks. Girls have to wear white blouses and light-blue skirts in primary and middle classes and white shirts and light-grey skirts in higher classes. They have to tie their long hair with white ribbons.

In our school special attention is paid to behaviour, cleanliness and punctuality. The most well-behaved, neat and punctual student is awarded a prize at the Annual Day function.

Our principal is a strict disciplinarian. He takes the help of P.T. teachers too. If any student violates the rules, is not in uniform, or makes mischief, gets punished. But he is fair and loving. He tries to find out the reason and guides us.

Our teachers are also quite strict. They teach us with great care, check our notebooks and help us with our problems. But if we are inattentive and don’t work properly, we are punished.

I like my school very much and am proud that I belong to it.

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Essay on School canteen | School canteen Essay

Essay – school canteen.

School Canteen is a very favourite place of all students. The school canteen doesn’t only provide food to the students but also wonderful memories. The school I have been studying had a very small canteen selling only packaged foods for munching such as chips, cakes, biscuits etc. It was a small space comprising of 3 tables & 9 chairs. During winters the canteen also used to sell soups.

But after a few years when the school increased the class hours the canteen was renovated. It was turned into a big canteen with various food counters. There was a huge siting arrangement & the canteen provided fresh & hygienic food. There canteen provided coffee tea, various fresh seasonal fruit juices, & shakes. That was the most visited food counter specially in summers. The fresh fruit juice provided relaxation to the body & the soul. Teachers also had tea & coffee from the school canteen.

The second food court of the school canteen provided munching times such as biscuits, chips, cakes etc. It also provided popcorn & other munching stuff. The second counter had comparatively less students because of the time schedules. Various fruit cakes were available for the students. Teachers mostly preferred having biscuits & cookies with tea. The second court had a huge stock & variety because these goods were huge imperishable. But after the school staff noticed huge amount of sale of chips & popcorn, these items were stopped from selling.

The third food counter had the homely food items meant for lunch, such as roti, Paratha, various types of sabjis, curries, even rice, dal etc was served for the hostel students mainly. The lunch served was made of less oil & spices. The items were tasty as well as full of nutrition. The school canteen always served hot, warm food to the students. The potato staffed Paratha was very tasty & mostly had by the students. The school canteen only served vegetarian food to the students. The third counter had a huge rush during the lunch break. But later on the amount of chair & tables were decreased because of the increased of gossip & chit-chat at the student.

The school canteen had many good advantages but it also has many disadvantages lots of food is wasted by children & even by the school canteen. During summers food gets rotten quickly & as a result is thrown away. During winters sometimes stale food is warmed up & served casing health issues. The food prices are comparatively high which become difficult for the parents to bear. But the variety of good forces the students to have canteen food. Though the school canteen has some disadvantages it will always be one of the most memorable & lovable part of the school.

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The Case for Mandatory School Canteens: Improving Student Nutrition and Health

Article 24 Mar 2023 2010 0

As childhood obesity rates continue to rise, there is growing concern about the role of school environments in promoting unhealthy eating habits. School canteens, also known as cafeterias or food service programs, have been identified as a key area where improvements can be made to support student nutrition and health. In this article, we will explore the benefits and challenges of implementing mandatory school canteens, and provide evidence-based recommendations for promoting healthy food options in schools.

Benefits of Having a Canteen in Schools

School canteens have the potential to offer several benefits to students, including:

• Improved Student Nutrition: A well-run canteen can provide students with access to healthy and nutritious food options during the school day, which can help them meet their daily dietary requirements. According to a study published in the Journal of School Health, students who eat school meals are more likely to consume fruits and vegetables, and less likely to consume sugary drinks and snacks.
• Increased Food Security: For some students, school meals may be the only reliable source of food they receive each day. Providing healthy and affordable meal options can help reduce food insecurity and support student wellbeing.
• Educational Opportunities: School canteens can offer opportunities for students to learn about nutrition, food preparation, and sustainability. By incorporating these themes into the canteen environment, schools can help promote lifelong healthy habits.

Impact of School Canteens on Student Nutrition

The quality of food served in school canteens can have a significant impact on student nutrition. Unfortunately, many school canteens still serve foods that are high in fat, sugar, and salt, which can contribute to poor dietary habits and health outcomes.

According to a report by the Centers for Disease Control and Prevention (CDC), only 20% of U.S. school districts have nutrition standards that align with federal guidelines. This means that the majority of school canteens are not providing students with the healthy food options they need to thrive.

Possible Policy Implications and Guidelines for Implementing Mandatory Canteens

In light of these concerns, some advocates have called for mandatory school canteen policies that would require schools to offer healthy and affordable meal options to students during the school day. While this approach has been successful in some regions, it is not without its challenges.

One key consideration is funding. Implementing a mandatory canteen policy requires resources for food preparation, staff, and equipment, which can be a financial burden for some schools. Additionally, schools must navigate regulations around food safety and nutrition standards, which can be complex and time-consuming.

To address these challenges, policymakers can look to successful models for implementing mandatory canteens. For example, the state of California passed a law in 2014 requiring all public schools to provide free or reduced-price meals to students who qualify for them. The law has been credited with improving student nutrition and reducing food insecurity in the state.

Best Practices for Promoting Healthy Food Options in School Canteens

In addition to mandatory canteen policies, there are several best practices that schools can implement to promote healthy food options in their canteens. These include:

• Offering a variety of healthy food options, including fruits, vegetables, whole grains, and lean proteins.
• Promoting healthy eating habits through educational campaigns and initiatives, such as nutrition education programs and cooking classes.
• Encouraging student input and engagement in the canteen environment, such as through student-led taste testing or menu planning committees.
• Partnering with local farmers and suppliers to source fresh, seasonal, and locally-produced foods.
• Ensuring that canteen staff are trained in food safety, nutrition, and customer service.

Challenges and Criticisms of Mandatory Canteens

While mandatory canteens can have significant benefits for student health, there are also several challenges and criticisms that must be addressed. One common concern is the cost of implementing and maintaining a canteen, particularly for smaller schools with limited resources. Another challenge is ensuring that the food served is both healthy and appealing to students, as some may be resistant to trying new foods or may prefer less nutritious options.

There are also concerns about the potential for mandatory canteens to exacerbate existing inequalities in access to healthy food. For example, students from low-income families may not be able to afford to purchase meals from the canteen, which could lead to further disparities in nutrition and health outcomes.

To address these challenges, policymakers and educators must carefully consider the design and implementation of mandatory canteen policies. This may involve providing additional funding or resources to schools with limited resources, working with students and families to develop menus that are both healthy and appealing, and exploring alternative models for ensuring access to healthy food for all students.

While mandatory canteens can be an effective way to promote student nutrition and health, there are also a number of best practices that schools can implement to ensure that canteens offer healthy food options and promote healthy eating habits. Some key strategies include:

• Prioritize Fresh, Whole Foods: Serving fresh, whole foods such as fruits, vegetables, whole grains, and lean proteins can help to promote healthy eating habits and provide students with the nutrients they need to thrive.
• Offer a Variety of Options: Offering a wide variety of healthy food options can help to ensure that students find something they enjoy and are more likely to choose nutritious options over less healthy ones.
• Involve Students in Menu Planning: Working with students to develop menus that are both healthy and appealing can help to increase buy-in and encourage students to try new foods.
• Provide Nutrition Education: Providing students with information and resources on healthy eating habits can help to reinforce the importance of choosing nutritious foods and promote long-term healthy eating habits.
• Encourage Family Involvement: Engaging families in efforts to promote healthy eating habits can help to reinforce healthy behaviors outside of school and create a supportive environment for healthy eating.

Overall, mandatory school canteens can be an effective way to improve student nutrition and health by providing access to healthy and affordable food options during the school day. While there are challenges and criticisms that must be addressed, careful planning and implementation can help to ensure that canteens are effective in promoting healthy eating habits and reducing disparities in access to healthy food. By prioritizing fresh, whole foods, offering a variety of options, involving students in menu planning, providing nutrition education, and encouraging family involvement, schools can help to create a supportive environment for healthy eating and set students up for lifelong health and wellness.

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School Canteen

The nutritional status of school children impacts on their health status, quality of life and learning achievement. The population of age 5 to 18 years spend more than 6 hours a day in school and the improvement of their nutritional status is an investment in achieving educational targets and development of human resources necessary for the advancement of the country.

Accordingly, guidance on proper food consumption at school and creating an environment to obtain healthy foods is essential. The school canteen has to play a major role in this task. The likes and dislikes of children as well as physiological needs have to be matched. Children are the precious assets in a school and in order to protect their health, guidance should be provided to have a canteen that provides adequate nutrition to assist in their physiological development.

With proper management of the school canteen, an environment to select healthy foods is created which prevents opportunities for the selection of unhealthy foods.

Also, proper use of the canteen premises to convey messages that promote a healthy life style will go a long way to improve the health of children.

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English essay on our School Canteen for students & children

admin September 29, 2017 Essays in English 92,143 Views

Our school canteen is very well equipped. One can buy almost every kind of snack there, like samosas, chips, sandwiches, sweet, cakes etc. They are prepared in very hygienic surroundings by our school cook, and tables to sit on and eat, and ovens to keep the food warm. There is also a soda fountain which is Very popular among the older students.

All the students love to sit in the canteen and discuss the events of the day. The noise level is always very high in the canteen as everyone is shouting to make himself heard. There are notice boards and suggestion boxes which all students are freely. There is also a separate enclosure for teachers. The cook charges very reasonable rates from us.

I think that the school canteen is my favorite place in the school. I always enjoy myself there, and look forward to the recess when I can rush to the canteen with my friends.

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Very nice essay on “My neighbours”!

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What are the benefits of healthy school lunches, how schools can help promote healthy eating, how does food in class affect children in school, nutritional needs by age group, what are the benefits of children eating snacks during school, the advantages & disadvantages of school canteens, smart snacks in school, advantages of school canteens, disadvantages of school canteens, talking to your child about making smart choices.

This author has been verfied for credibility and expertise

Once your child enters middle or high school, you may notice big changes in his lunch options. School canteens, commonly referred to as cafeterias in the United States, provide a range of food options from complete, nutritionally-balanced meals to a' la carte choices. Faced with an overwhelming array of choices, and with little nutrition knowledge to guide them, middle and high-school students often struggle making wise lunch choices. New federal requirements through the Healthy Hunger-Free Kids Act provide nutrition standards for all foods sold at schools beyond the federally-reimbursed meal programs.

About 95 percent of public schools participate in the National School Lunch Program administered by the United States Department of Agriculture, which provides nutrition standards for meals served. Middle and high schools often sell a' la carte items, which in the past have included doughnuts, cookies, chips and ice cream. With the recent addition of the Smart Snacks in Schools rule as part of the Healthy Hunger-Free Kids Act, all foods sold individually must meet set limits for calories, sodium, fat and sugar in addition to promoting whole-grains, fruits and vegetables. These foods must contain 10 percent or more of calcium, potassium, vitamin D or fiber.

• About 95 percent of public schools participate in the National School Lunch Program administered by the United States Department of Agriculture, which provides nutrition standards for meals served.
• With the recent addition of the Smart Snacks in Schools rule as part of the Healthy Hunger-Free Kids Act, all foods sold individually must meet set limits for calories, sodium, fat and sugar in addition to promoting whole-grains, fruits and vegetables.

Convenience is one key advantage of canteens and cafeterias. Students do not need to leave the school for their lunches, which allows more time for eating and means that parents do not need to rush to pack a lunch in the morning. Improving a student's overall nutritional health is another benefit. Schools that participate in the National School Lunch program are required to provide a complete and balanced lunch for students 1 . According to the Food Research and Action Center, about 70 percent of students receive free or reduced-cost meals daily 1 . Ensuring a student's nutritional needs are met improves behavior, school performance and cognitive development.

• Convenience is one key advantage of canteens and cafeterias.
• Students do not need to leave the school for their lunches, which allows more time for eating and means that parents do not need to rush to pack a lunch in the morning.

Too many food options can lead to poor food choices for students who may be overwhelmed with their new freedom to choose what they eat for lunch. Parents may be the ones putting money on their students' lunch cards, but they often know little about the foods their children select. If your child selects a' la carte items instead of the complete meal, she may not be selecting a variety of foods that provide a balanced meal. She may not even select enough food for lunch if she's grabbing an item or two quickly so that she can have time to socialize with friends.

• Too many food options can lead to poor food choices for students who may be overwhelmed with their new freedom to choose what they eat for lunch.
• Parents may be the ones putting money on their students' lunch cards, but they often know little about the foods their children select.

You are more likely to help your child make wise choices if you highlight the benefits of eating healthfully. Puberty contributes to increased appetites; however, if your child is not physically active poor food choices can lead to unwanted weight gain. New regulations for school canteens and cafeterias eliminate many of the junk foods previously found in schools; however, you may still share your nutrition expectations and goals with your child.

• You are more likely to help your child make wise choices if you highlight the benefits of eating healthfully.
• New regulations for school canteens and cafeterias eliminate many of the junk foods previously found in schools; however, you may still share your nutrition expectations and goals with your child.

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Based in Colorado, Stephanie M. Beaudette has been a registered dietitian/nutritionist for over 18 years providing nutrition education and training to healthcare providers and the public. She received her Master of Education in nutrition sciences from the University of Cincinnati. Beaudette has extensive experience in prenatal nutrition, women's health, weight management and promoting overall health and wellness.

Essay on “The Scene at A School Canteen” for School, College Students, Long and Short English Essay, Speech for Class 9, 10 and 12 students.

The Scene at A School Canteen

Essay No. 01

The school canteen is the busiest corner during the recess period. As soon-as the bell rings the students rush to the Canteen. The school hums with life and activity. The senior students are cleverer than others. They take their turn before the junior students. The younger students lag behind. They have to stand and wait for their turn. This is the centre of attraction for most of the students.

The pocket money is soon spent up. Some students take tea while others take cold drinks. Samosas and Patties are very popular. Very few students like to have fruits in lunch time. It is half an hour show. Most of the students are in a hurry. But some of them are very slow. Now and then someone comes and order the cold drink. Someone is having sweets and others are gobbling up light snacks. Sometimes they have an interesting topic to discuss. It costs them a few rupees to spend their half an hour in canteen.

It is the most crowded place of the school. Light refreshment prepares the students for the remaining school hours. The students come and go enjoying their leisure time. This becomes a meeting place for the friends from different classes.

Varieties of eatables are displayed in the show cases. Sweets, potato chips, other packed snacks, bread and fruits are kept in the enclosure. Flies are kept off somehow. Pakoras, Samosas and Patties are hot and fresh. These are in great demand.

There goes the last bell! Sonic students again move towards the canteen. They take tea before they leave for home. Perhaps some pocket money is not yet spent up, and they would not return home without spending it. The teachers also make use of the canteen during their recess period. They do not move out of the school premises. Most of them like to take tea or fruit. Cold drinks are commonly gulped down in summer.

The scene at the canteen during the recess period is very exciting indeed. If the students do not co-operate there may be confusion. The man at the counter may not attend to them properly. The whole show maybe different. The students have to be present in their classes when the second bell rings. No student is to be seen thereafter. Other students go away, having a great time in the canteen.

Essay No. 02

A Scene at a School Canteen

A canteen is a place where students get refreshments during the recess.

During recess canteen becomes like a railway platform where all students appear in a hurry to be first

Students have a variety of eatables before them like Choley Bhature, Chaats, Samosas, Bread Pakoras etc. along with drinks to choose from like coffee, tea, cold drinks, lassi etc.

Students make a lot of noises in the canteen as they know they would not be punished. Some students even break into quarrels on the issue of getting service first. However, the owner of the canteen keeps calm as he is already prepared for this kind of rush and behaviour.

As the bell rings signaling the end of the recess, the students go back to their classes and the canteen assumes a deserted look.

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What Do Secondary Schools Need to Create Healthier Canteens? The Development of an Implementation Plan

Irma j. evenhuis.

1 Department of Health Sciences, Faculty of Science, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands

Ellis L. Vyth

Femke van nassau.

2 Department of Public and Occupational Health, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, Netherlands

Lydian Veldhuis

3 Netherlands Nutrition Centre, The Hague, Netherlands

Marjan J. Westerman

Jacob c. seidell, carry m. renders, associated data.

The raw data supporting the conclusions of this article will be made available by the authors upon request, without undue reservation.

Introduction: The Netherlands Nutrition Centre developed guidelines to improve the availability and accessibility of healthier food products in Dutch canteens. This paper describes the development of an implementation plan to facilitate implementation of Guidelines for Healthier Canteens in Dutch secondary schools.

Materials and Methods: In cooperation with stakeholders (i.e., school/caterer managers/employees, school canteen advisors, researchers) and based on theory, we developed an implementation plan in three steps. First, we identified factors that impede/facilitate stakeholders to create a healthier school canteen during 14 interviews. Second, 25 experts discussed and prioritized these identified factors in an expert meeting. Third, we translated these factors into tools to be included in the implementation plan, by making use of behavior change taxonomies and evidence-based implementation strategies.

Results: The plan aims to support stakeholders in implementing healthier school canteens and consists of five tools: (1) tailored advice based on an online questionnaire to assess schools' and stakeholders' context and the Canteen Scan (i.e., an online tool to assess the availability and accessibility of food/drink products); (2) communication materials with information and examples; (3) online community for support by sharing experiences/questions; (4) digital newsletter as reminder/support; (5) fact sheet with students' needs/wishes to tailor the canteen.

Discussion: This study illustrates how collaboration between science, policy and practice resulted in a tailored implementation plan aimed to support schools to adhere to school canteen policy. This development serves as a good example for researchers, health promotion policymakers, and practitioners how to create an implementation plan that fits the needs of stakeholders.

Introduction

Despite the known benefits of healthy dietary behaviors, most people including adolescents do not comply with dietary recommendations ( 1 , 2 ). It is known that interventions to stimulate a healthy dietary behavior should start at an early age as healthy eating habits developed during childhood and adolescence are likely to persist into adulthood ( 3 , 4 ). Especially adolescents are known to be prone to adapt unhealthy behaviors, as they are moving on to more autonomy, are developing their own identity, and are developing habits, including dietary ones ( 3 , 4 ). This makes stimulating a healthy dietary pattern in this age group very important. Healthy school food environments encourage adolescents to make healthier choices ( 5 , 6 ). In this context, it has been demonstrated that school food policy, among others a healthier school canteen, can stimulate healthy dietary behaviors among youth ( 7 , 8 ). A school canteen offers food and drinks at school via a tuck shop, a cafeteria, vending machines, or combinations and many students purchase drinks, snacks and meals during their school day at this canteen. In the Netherlands adolescents (aged 9–18) consume 15% of their total food and drink intake per day at school ( 9 ). Even though most Dutch students (aged 12–18 year) bring their own lunches from home, they buy complementary foods (snacks and drinks) in the school canteen and around school ( 10 ).

Since 2003, the Dutch Healthy School Canteen Program supports secondary schools in creating healthier school canteens ( 11 ). The program is coordinated by the Netherlands Nutrition Centre, and financed by the Dutch Ministry of Health, Welfare and Sports. Due to this governmental endorsement the Netherlands Nutrition Center is able to offer free support to all Dutch schools. In the program, school canteen advisors (nutritionists) from the Netherlands Nutrition Centre visit Dutch schools to provide information and advice, send regular newsletters and maintain a website with information and examples about a healthier canteen. This program has been shown to lead to greater attention to healthy nutrition in the school food environment and a small increase of healthier products offered in the cafeteria ( 11 – 13 ). The need to expand and reformulate criteria for healthier canteens emerged as the government increased their focus on healthier canteens ( 14 , 15 ) and due to practical experiences and further developed scientific insights about for example nudging. The Netherlands Nutrition Centre developed therefore the “Guidelines for Healthier Canteens” in 2014 ( 16 , 17 ). These guidelines are applicable to school canteens, canteens of sports clubs and worksite cafeterias and include next to availability, also criteria to increase the accessibility of healthier food and drink products ( 17 ). This set of guidelines is more extensive than the previous one, and it is unclear to what extent the Healthy School Canteen Program, in its current form, is sufficient to support implementation of these updated guidelines. It is therefore recommended to develop specific implementation support, as practical and feasible implementation support plans can improve the uptake, implementation, maintenance and effectiveness of school canteen policy ( 18 – 23 ).

In the last decade, implementation science has recognised the need for theory as the basis for the development of implementation plans, resulting in several theories, models and frameworks to guide this process ( 24 – 26 ). Although the steps described in these theories differ, it is acknowledged that such developments should combine both scientific evidence and input from practice. Also, it needs to take into account schools' contextual factors, as well as the needs of involved stakeholders, to be able to align the tools to the different needs of practice ( 27 – 29 ). An evidence-based implementation plan therefore consists of a combination of implementation tools, based on evidence-based implementation strategies, affecting factors that hinder implementation according to stakeholders ( 26 , 30 , 31 ). Although studies have shown that tailored implementation strategies can support schools in improving their food environment, for example through education, modelling, training, monitoring and feedback ( 18 , 19 , 32 , 33 ), scientific knowledge about which specific strategies are needed to support Dutch schools in implementing the Guidelines for Healthier Canteens is unknown. To enhance reproducibility, allow for comparison with other studies, and to increase use in practice, a full description of the development and content of an implementation plan is necessary ( 30 , 34 , 35 ).

This study illustrates the application of a stepwise systematic method for the development of an implementation plan to support the implementation of the Guidelines for Healthier Canteens, aimed at creating healthier canteens (cafeteria and vending machines) in Dutch secondary schools. The study combined behavior change and implementation theories with input of practice to develop an evidence-based implementation plan.

Materials and Methods

The dutch guidelines for healthier canteens.

The implementation plan was developed to support implementation of the “Guidelines for Healthier Canteens” in Dutch secondary schools. These guidelines include criteria on both the availability and accessibility of healthier foods and drinks (including tap water) and an anchoring policy. The guidelines distinguish three incremental health levels: bronze, silver and gold. According to these guidelines, school canteens should offer a majority of healthier products and promote these products through accessibility criteria ( 17 ). Healthier products are defined as the foods and drinks included in the Dutch nutritional guidelines the “Wheel of Five,” such as fruits, vegetables, whole grain bread, low fat dairy and water ( 36 ), and products that, while not included in the “Wheel of Five,” contain a limited amount of calories, saturated fat and sodium ( 17 ). In addition, accessibility is defined by nine criteria to promote these healthier products. These criteria include strategies for product placement (5 items) and product promotion (4 items), such as placement of healthier products at the most eye-catching locations and at the cash-desk, attractive presentation of fruit and vegetables and promotions and discounts are restricted to healthier products ( 17 ).

To create healthier school canteens various stakeholders can be involved in different ways. Dutch school canteens can be run by the school itself, by an external catering company, or by a combination of these two. As mentioned, schools can receive support from school canteen advisors from the Netherlands Nutrition Centre and, in some municipalities, local community health promotors also support schools. In most schools, a teacher or facility manager coordinates the involved activities in consultation with the school management. The school canteen itself is mostly run by the canteen manager or canteen employee, of the school itself or an external caterer. Sometimes, students and/or parents are involved in volunteering in the canteen or contribute to the preparation of food.

This study, conducted between January and October 2015, involved three steps to develop the implementation plan guided by the “Grol and Wensing Implementation of Change Model” ( 26 ) and the Intervention Mapping protocol ( 31 ) (see Figure 1 ). Both models integrate and emphasize the use of theory, evidence and stakeholder involvement and have overlapping steps ( 26 , 31 ). The Implementation of Change Model was chosen because it provides clear guidance for the need assessments and selection of determinants to change. It consists of six steps from developing a proposal for change to the evaluation and adaptation of the implementation plan. For this study, the three middle steps were applicable: 3) the needs assessment, 4) the selection of implementation strategies, and 5) the development of the implementation plan. For the selection of implementation strategies, the Intervention Mapping approach provided a clear guidance to select behavior change methods, implementation strategies and materials. To summarize, the development of our implementation plan consisted of three steps (see Figure 1 ). These were: (1) identification of factors that impede or facilitate implementation; (2) prioritization of these factors; and (3) selecting evidence-based implementation strategies and tools.

The three-step approach used to develop the implementation plan.

Identification of Factors That Impede or Facilitate Implementation

Participants.

We conducted 14 semi-structured interviews with 18 different stakeholders to identify experienced and expected factors that may impede or facilitate creating a healthier school canteen using the guidelines. Invitations were sent to 15 stakeholders, one of whom was unable to attend due to organizational changes. Four other participants proposed being interviewed together with an involved colleague. We used purposively sampling to recruit participants with a different range of experiences and opinions. We recruited “users” (i.e., people who decide about the product offer and product display and will potentially use the “Guidelines for Healthier Canteens”), and “stakeholders on organization level” (i.e., school and caterer managers). “Users” included school canteen advisors of the Netherlands Nutrition Centre ( n = 2), school canteen employees ( n = 1), and school canteen managers ( n = 5). “Stakeholders on organization level” included school canteen caterers ( n = 7), school directors ( n = 2), and a food supplier ( n = 1). Second, we sampled participants based on their experiences with a healthier canteen, in accordance with Rogers' diffusion of innovation theory ( 37 ), as innovators (several years of experience, n = 6), majority (some experience, n = 10), and laggards (no experience, n = 2). By doing this we were able to get a broad insight of expected and experienced needs. This classification of participants was made in agreement with experts at the Netherlands Nutrition Centre, the coordinator of the Healthy School Canteen program, who map the stage of all Dutch schools toward a healthier canteen.

Instrumentation and Procedure

Written informed consent was obtained. During the interview, participants received the guidelines which had not yet been disseminated. They were asked to reflect on the guidelines and to indicate what kind of support they would like to receive in order to implement them. The topic list drew upon determinants of The Measurement Instrument of Determinants in Innovations (MIDI) and the Behavioral Change Wheel (BCW) ( 38 , 39 ), and was optimized on basis of the interviews. The MIDI is a systematically designed tool to measure determinants of innovations that may affect its implementation ( 38 ). The BCW is a method for characterizing and designing behavior change interventions, based on the synthesis of 19 behavior change frameworks ( 39 ). The main topics were context, experiences, opinions about the guidelines, desired support and solutions and completion. The interviews were performed by a researcher trained in conducting and analyzing qualitative research, with a second researcher taking notes during the interviews. The audio-taped interviews were between 59 and 88 min, and took place between March and May 2015. As the last two interviews did not reveal any new information, it was decided that data-saturation was reached. The interviews were transcribed verbatim, and the summary was validated by each participant.

Data Analysis

The thematic content approach was used to analyze the data in three steps: open (label excerpts of the transcripts with descriptive codes), axial (create codes that reflects multiple text fragments and create interpretative codes) and selective coding (compare codes between interviews, to look for correlations) ( 40 , 41 ). First, the transcripts were read closely and coded independently by two researchers. These descriptive codes were discussed with a third and thereafter with a fourth researcher. During several discussion meetings, the codes were collated into interpretative codes (themes), which were also discussed in the project team. Third, the first three researchers reviewed the themes for coherence and restructured them into more overarching themes. If controversy remained, the other research members were consulted to come to a decision.

Prioritization of Factors

We prioritized the identified factors through an expert meeting, to reach consensus about the factors that should be addressed by the implementation plan and to generate potential solutions.

Of the 30 experts invited, 5 were not able to attend. Of the 25 experts who did participate, experts worked in research ( n = 10), in policy ( n = 4), and in practice ( n = 11). Attendees included researchers in the field of implementation science and nutrition, school canteen advisors from the Netherlands Nutrition Centre, school facility managers, and representatives of caterers. The expert meeting was led by an external, neutral chair with a scientific background in the field of Nutrition and minutes were taken by a fellow researcher.

In preparation for the expert meeting, we organized the identified factors that may impede or facilitate creating a healthier canteen into three stages derived from the Stage Theory of Organizational Change ( 42 ) (1) awareness; (2) preparation; and (3) action. This categorization enhanced that the prioritized factors were spread over all stages of implementation. During the expert meeting, for each of these three stages of change consensus was achieved about which factors were most important and modifiable and should be addressed with the implementation plan ( 26 ). First, each participant individually ranked all factors in order of importance. In addition, missing factors could be added by each stakeholder. This was put together and discussed plenary to reach consensus about the prioritization of the factors. Thereafter, the structured discussion method World Café ( 43 ) was used to reveal and discuss potential actions in subgroups. This method involved that six subgroups consisting of various stakeholders came up with activities to change one of the six highest ranked factors. Subsequently, each subgroup provided their feedback and additions by switching the factors from group to group, before finally presenting their proposed actions.

Selecting Evidence-Based Implementation Strategies and Tools

Procedure and data analysis.

To create implementation tools that influenced the prioritized factors, we performed three sub-tasks. The identified factors were translated into (1) behavioral change methods and (2) evidence-based implementation strategies, which were then (3) specified into tools ( 26 , 31 ).

First, the identified factors were translated into behavior change methods, which are methods that can influence determinants of behavior, and behavior of the implementer ( 31 ). To select a behavior change method which adequately addresses the identified factors, behavior change taxonomies were used ( 44 , 45 ). Guided by these taxonomies and in discussion with three researchers, the prioritized factors were linked to behavior change methods. For example, to increase the determinant attitude, the method Elaboration was selected ( 45 ). Second, the behavior change methods were linked to corresponding and effective implementation strategies, techniques to enhance the adoption, implementation and sustainability of a program/guideline ( 34 ). In our study, we selected strategies as defined by the evidence-based implementation strategy compilation (ERIC). This compilation has been developed to facilitate the selection of effective strategies ( 35 ). Third, the chosen strategies were elaborated into implementation tools by defining the mode of delivery, actor, dose, and the target group ( 34 , 46 ); using the input from the step 2 expert meeting; and reviewing evidence-based implementation strategies and the current tools of the Healthy School Canteen Program ( 11 , 23 , 47 – 49 ). To select strategies and to specify the tools, one researcher made a proposal, which was reviewed and discussed with two other researchers. The improved proposal was discussed in the project team. During the selection of strategies and tools, the effectiveness and investment for practice were taken into account (e.g., financial, time consumption, alignment with stakeholders' work processes) ( 26 , 48 ). To ensure that all prioritized factors are part of the implementation plan, a variety of strategies were chosen. We also aimed for inclusion of a mixture of dose (e.g., once, 6-weekly, or if needed), mode of delivery (e.g., real life, paper-based, internet-based or email) and users (e.g., management, coordinator of school, canteen employee) ( 26 , 46 , 50 ). Final decisions about the chosen strategies and tools were made during discussions with the researchers, organizations and stakeholders in the field; the Netherlands Nutrition Centre, the Community Health Service Amsterdam, the nation organization which aims to improve the lifestyle of youth (JOGG) “Young people at a healthy weight,” caterers and schools. All tools were then bundled into the implementation plan.

As Table 1 shows, the interviews resulted in four themes related to creating a healthy school canteen: (1) individual determinants, e.g., lack of knowledge about the canteen guidelines and healthier food options, and insight into the current level in the canteen; (2) commitment of and collaboration with involved stakeholders, both inside and outside the school, including canteen employees, school management, parents, students, caterer and school canteen advisors; (3) school conditions, such as maintaining the initiated policy, keeping the management involved and receiving enough support, financial and time; and (4) environmental conditions, such as the tension between the school canteen and suppliers outside the school.

Factors and quotes identified during the interviews and prioritized during the expert meeting.

Factors were prioritized according to the stage of change a school could be in (i.e., awareness, preparation or action). For the awareness stage, experts emphasized the importance that involved stakeholders are motivated, enthusiastic and have a positive attitude toward creating a healthy canteen. Next, consensus was reached that, at the preparation stage, stakeholders need insight into the current canteen/organizational situation, and that the stakeholders in the school need support from students, parents and colleagues. The management needs to facilitate this support. Finally, it was mentioned that, at the action stage, stakeholders need to be able to apply the knowledge to create a healthy, balanced canteen with regard to the offering and accessibility. In addition, they need to be able to create a financial plan, to maintain the intended policy and to collaborate with students, parents and teachers.

For the whole process of creating a healthier school canteen, the experts emphasized that it is important: (1) to create ownership by stakeholders in the school; (2) to make stakeholders responsible for an action; (3) that involved stakeholders receive support from their organization; and (4) to involve multiple stakeholders in one school in the implementation process, including a visible, committed leader and students. To achieve this, they discussed possible activities to inform step 3, such as measuring the proportion healthier/less healthy products available and accessible in the canteen (according to the guidelines), providing tailored advice, providing examples of healthy canteens and healthier products, and enabling schools to share their experiences to learn from each other's successes and challenges. These options were taken into account in step 3.

Describing the prioritized factors as objectives, we translated them into behavioral change methods, implementation strategies and finally specified them into implementation tools ( Figure 2 ). These steps led to multiple implementation tools, both adapted existing and new developed tools. These tools (see Table 2 ) comprised a questionnaire for the schools and stakeholders as well as the online “Canteen Scan.” The results of these two tools are used as input for the advisory meeting and report. Other tools included communication materials (brochure, poster), newsletters, and a fact sheet with students' needs. In addition, an online community was provided. Advisors of the Netherlands Nutrition Centre were advised to offer all implementation tools to all schools. The tools could be tailored to the different stage of change of the school, the context of the school, the needs of the stakeholders. In particular by the content of the advisory meeting, which was guided by the results of the questionnaires and the Canteen Scan and accompanying tailored actions were formulated together.

Overview of the translation from factors to implementation tools, via behavioral change methods and strategies.

Description of the implementation plan to implement the Guidelines for Healthier Canteens * .

In this study we systematically developed a plan to facilitate implementation of the Guidelines for Healthier Canteens in Dutch secondary schools. We integrated the involvement of stakeholders and school canteen advisors, the use of behavior change taxonomies, evidence-based implementation strategies and experiences with the Dutch Healthy School Canteen Program. This resulted in a plan consisting of several tools, supported by practice and evidence, and aligned to the needs of schools. In order to optimize the effectiveness and usability of the implementation plan, the tools cover a range of different doses, modes of delivery and target groups ( 26 , 46 , 50 ).

The implementation plan is designed to address multiple factors which enable or impede implementation of the Guidelines for Healthier Canteens. These factors were identified by different stakeholders. Identification of the needs of stakeholders in implementing school canteen guidelines is an important first step in developing implementation tools ( 31 ). In addition, it aims to create a positive environment, which is likely to improve the uptake of the developed implementation plan ( 50 ). Our study identified the following factors that can impede or facilitate implementation of healthier canteen guidelines: (1) individual determinants (e.g., positive motivation, attitude toward a healthier canteen); (2) commitment of and collaboration with involved stakeholders; (3) school conditions (e.g., support of management, monitoring the canteen); and (4) environmental conditions (e.g., collaboration with nearby food suppliers). Although our study focused on the implementation of school canteen guidelines, some of the identified factors also enabled health promotion in schools in general, for example good collaboration and clear communication between stakeholders inside school, and support of management ( 54 – 56 ). Supporting ownership is a common and important factor that may facilitate the implementation of school health policy ( 19 , 57 ). Stakeholders in our study also identified ownership as a need to create a healthier canteen. Such ownership can be increased by creating goals and actions aligned to and in participation with stakeholders and receiving tailored feedback ( 31 , 58 ). Consequently, in our plan it is advised to invite all stakeholders to the advisory meeting, in order to create aims and actions together. These aims and actions are based on the insights into their characteristics, the school's context and the level of the canteen as obtained through the Canteen scan and the questionnaires.

Our final implementation plan was based on implementation strategies that have been shown to change behavior and thus supporting implementation, such as audit, feedback, monitoring, education, information, incentives and sharing knowledge and experiences ( 18 , 19 ). McIsaac et al. ( 19 ) also emphasized the importance of tailoring tools to the individual needs of schools to support implementation, as it is easier for schools to implement and maintain actions aligned to their system, organizational culture and circumstances ( 19 , 50 , 55 ). That is why the tools have been developed in such a way that they can be tailored to the needs of a specific school and its stakeholders. Whether our implementation tools actually support implementation needs to be further investigated in an already planned effect and process evaluation ( 53 ).

A strength of our study is that we developed implementation tools that can be tailored to the needs of a specific school, to the school's context and to the implementation phase, as some schools are just starting with implementing a healthy school canteen while others have been involved in the healthy school canteen for years. One example of an implementation tool that can be tailored is the advisory meeting. This meeting aims to align the actions to the school by discussing common aims, actions and actors for implementation with the involved stakeholders, such as school managers, caterers, school canteen employees and involved teachers.

Another strength of our study is the use of existing theoretical frameworks to guide the development of the implementation plan. Moreover, we have integrated scientific knowledge in the field of implementation with practical insights within every step. For example, we used the existing categorization of determinants from the “Measurement Instrument of Determinants in Innovations” (MIDI) and the “Behavior Change Wheel” (BCW) to develop the topic list for the interviews. This allowed us to identify impeding and promoting factors at both individual and organizational level, as well as on innovation and the broader contextual level. We expect that this continuing alignment between practice and scientific knowledge will assure a sustainable implementation.

A third strength of our study is the detailed description of the development of our implementation plan. Such a comprehensive description enables comparison of results between studies, and gaining further knowledge about selection of implementation strategies ( 29 , 34 , 35 , 59 ). A clear description of the development and content of the implementation tools can also increase its use in practice ( 29 ). A review of effective strategies to improve implementation of school-based health programs recommends performing high quality studies to improve the evidence of effective implementation of school canteen policy ( 33 ). This study contributes to this area of knowledge.

Although it is widely recommended and has proven to facilitate sustainable implementation, collaboration with practice during the development of an implementation plan is not always applied ( 30 , 48 , 50 , 55 ). Therefore, another strength of our study is the intensive collaboration with stakeholders with a diverse background in research, policy and practice throughout each step of our development process ( 30 , 31 ). This wide range of stakeholders revealed a great diversity of factors that varied across schools' characteristics and stage of change. For example, the input of practice was given by school canteen managers and schools' management, but also by school canteen advisors and school caterers. These advisors and caterers are involved in multiple schools, and have therefore a broad insight into the factors facilitating or hindering a healthier school canteen and the needs of different schools. This comprehensive insight increases the change that an implementation plan is usable and feasible for a wide range of schools and stakeholders ( 50 ).

Limitations

One limitation of our study is that we did not involve students as stakeholders during the development of our implementation plan. Since involvement of students in creating a healthier canteen was identified as a need in our study, and also in previous research ( 55 ), and valuing their input is found to be important ( 57 , 60 ), we advise schools to take into account students' opinions and needs in the process of creating a healthier canteen. We facilitate this by offering each school the student fact sheet, which contains their students' needs and wishes. In addition, during the advisory meeting, schools are encouraged to involve students, although how to do this is not specified to allow for local tailoring. While this freedom for schools to choose how they want to involve students can be regarded as a strength, as schools can align this to their own cultural and organizational habits, it could also be a limitation, as schools are not supported in this process.

Another possible limitation is that our implementation plan does not consider the outside school environment, such as supermarkets and cafeterias, which may encourage students to consume unhealthy foods and drinks during or around school time. As interviews with stakeholders identified concerns about this outside school environment, in the advisory meeting we encourage schools and school canteen caterers to address this topic. One example of a solution was to create school policy to oblige students to stay in the school yard during breaks.

Another identified point of concern, and possible limitation was the influence of parents, who have a major influence on and are also responsible for their children's nutritional behavior ( 61 ). Good collaboration with and involvement of parents is therefore important. Although our implementation plan advises schools to involve parents, they indicate that they perceive this as difficult. Future studies should investigate how parents can be reached and how they can be involved in creating a healthier canteen ( 55 , 62 ).

Conclusions

This study illustrates the application of a stepwise systematic method for the development of an implementation plan. This resulted in an evidence-based implementation plan, that allows tailoring, aimed to support secondary schools in creating a healthier canteen. Further studies to investigate the effects of this implementation plan in practice are planned. Although this plan needs to be adjusted for use in other contexts, this study can be used as an example approach to develop an implementation plan that is supported by both science and practice.

Data Availability Statement

Ethics statement.

Ethical review and approval was not required for the study on human participants in accordance with the local legislation and institutional requirements. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

CR, EV, and JS wrote the project application. IE was the executive researcher of the study, supported by CR, EV, MW, LV, and FN. IE drafted and all the other authors helped to refine the article. All authors approved the final version.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Acknowledgments

We would like to thank all stakeholders who contributed to our study. We would also like to thank the involved Health Sciences students. Special thanks are due to our former colleagues Renate van Zoonen and Nick Wezenbeek for their support with the interviews and the expert meeting.

Funding. This study received financial support from the Netherlands Organization for Health Research and Development (ZonMw, Grant No. 50-53100-98-043, date 2 December 2014), but this organization was not involved in the design or the statistical analyses.

Paragraph on School Canteen

Students are often asked to write a paragraph on School Canteen in their schools. And if you’re also looking for the same, we have created 100-word, 200-word, and 250-word paragraphs on the topic.

Let’s take a look…

Paragraph on School Canteen in 100 Words

A school canteen is a special place where students eat lunch. It is like a big kitchen with lots of yummy food. Kids can buy sandwiches, fruits, and milk there. There are long tables and benches where friends sit together and share their food. The people who work in the canteen wear hats and gloves to keep the food clean. They smile and serve meals to the kids. After eating, students must throw away trash in bins to keep the canteen neat. The school canteen is not just for eating but also for laughing and talking with friends during the break.

Paragraph on School Canteen in 200 Words

A school canteen is a special place where students go to eat their lunch or grab a quick snack during breaks. Imagine a room filled with the smell of tasty food, where you can hear the sound of friends chatting and laughing. The canteen is like the heart of the school, always busy and full of life. It has a counter where you stand in line to get your food, and behind it, kind people wearing hats and aprons serve you meals. The menu has lots of choices, like sandwiches, fruits, milk, juice, and sometimes even pizza or burgers! There are long tables and benches where everyone sits together. You can share food with your friends, talk about your day, and enjoy a nice break from classes. The canteen is also a place where you learn to make choices about what to eat and to pick healthy foods that give you energy to learn and play. It’s not just about eating; it’s where you learn to wait for your turn, to be polite while asking for your favorite cookie, and to keep your eating area clean for the next person. A school canteen is a fun and important part of your day at school!

Paragraph on School Canteen in 250 Words

A school canteen is a special place where students go to eat and take a break during their busy school day. It’s a lively part of the school where you can see friends sharing food, stories, and laughter. Picture this: rows of tables and chairs where students sit and eat their meals, with the smell of tasty food in the air. The canteen serves different kinds of food, from sandwiches and salads to hot meals and snacks. It’s important that the food is not only delicious but also healthy because good food helps your brain and body grow strong. The people who work there are usually very friendly, always ready to serve you what you would like to eat or answer any questions you might have about the menu. In the canteen, you can also learn about making good food choices and how to manage your pocket money when buying your lunch or a treat. The place is kept clean by staff, and students are expected to help by throwing away their trash after eating, to keep it nice for everyone. Safety is also a big part of the canteen’s rules; hot food is handled with care, and there’s always someone to help if an accident happens. The school canteen is more than just a place to eat; it’s where you can relax with your friends and recharge for the rest of the school day. It’s a cheerful spot that plays an important part in your school life.

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Essay on Our School Canteen for Class 10 in English

This post contains an Essay on Our School Canteen for Class 10 in English. You can write the same essay under the title Essay on My School Canteen. This essay is for 10th Class students. Students who are looking for an outstanding essay must go through this one. Vocabulary is very good and learning it from the heart will not be too difficult for students. You just need to imagine your school canteen and you can make little changes in the essay. You should visit English Essays for more Essay Examples.

My School Canteen Essay in English for 10th Class Students – Matric English Notes

Our school has a nice canteen. It is situated in one corner of the school building. It is a frequent place in the school premises. It is run by a young man of clean habits. He keeps it as clean as possible. It is patronized by the students. It is a great attraction both for the students and the teachers. It is a place of recreation and joy. Students are happy at this place. it sells everything. We may have sweets, cakes, eggs, kababs, chocolates, milk, curd, fruit, biscuits and grams. The prices are reasonable. Fresh articles are sold here. Everything is kept covered to keep off flies. All thins are kept in glass cases. The utensils are clean, polished and pretty. Cups and saucers are new and beautiful. No edge is broken. Quality of tea leaves is superior. Comfortable chairs and benches are placed for students.

It is often visited by our headmaster and the school doctor. They see that the shopkeeper does not sell stale, dirty and sub-standard things. It is always overcrowded in recess times. It looks like a busy window. All the students flock the shop. Some like tea, some drink lassi. Some eat boiled grams and other drink milk. Rich students eat pastry and eggs while poor students are satisfied with grams. The shopkeeper is very kind-hearted. He is very polite. He is always smiling. He is an honest person. The students love and honour him. His behaviour towards teachers in praiseworthy. there is a separate arrangement for teachers. Some of them like to read newspapers and others enjoy a smoke. We like our school canteen very much. it is always neat and clean. the students can buy whatever they like.

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This paper is in the following e-collection/theme issue:

Published on 19.3.2024 in Vol 26 (2024)

Long-Term Effectiveness of a Multi-Strategy Choice Architecture Intervention in Increasing Healthy Food Choices of High-School Students From Online Canteens (Click & Crunch High Schools): Cluster Randomized Controlled Trial

Long-term effectiveness of a multi-strategy choice architecture intervention in increasing healthy food choices of high-school students from online canteens (click & crunch high schools): cluster randomized controlled trial.

Authors of this article:

Original Paper

• Tessa Delaney 1, 2, 3 , PhD   ; 
• Jacklyn Jackson 1, 2, 3 , PhD   ; 
• Christophe Lecathelinais 1, 2, 3 , DESS   ; 
• Tara Clinton-McHarg 4 , PhD   ; 
• Hannah Lamont 1, 2, 3 , BNutrDiet (Hons)   ; 
• Sze Lin Yoong 5 , PhD   ; 
• Luke Wolfenden 1, 2, 3 , PhD   ; 
• Rachel Sutherland 1, 2, 3 , PhD   ; 
• Rebecca Wyse 1, 2, 3 , PhD  

1 School of Medicine and Public Health, University of Newcastle, Wallsend, Australia

2 Hunter New England Population Health, Hunter New England Local Health District, Wallsend, Australia

3 Hunter Medical Research Institute, New Lambton Heights, Australia

4 Melbourne School of Population and Global Health, University of Melbourne, Melbourne, Australia

5 Faculty of Health, School of Health and Social Development, Global Centre for Preventive Health and Nutrition, Institute for Health Transformation, Deakin University, Melbourne, Australia

Corresponding Author:

Tessa Delaney, PhD

School of Medicine and Public Health

University of Newcastle

Locked Bag 10

Wallsend, 2287

Phone: 61 294617441

Email: [email protected]

Background: School canteens are a recommended setting to influence adolescent nutrition due to their scope to improve student food choices. Online lunch ordering systems (“online canteens”) are increasingly used and represent attractive infrastructure to implement choice architecture interventions that nudge users toward healthier food choices. A recent cluster randomized controlled trial demonstrated the short-term effectiveness (2-month follow-up) of a choice architecture intervention to increase the healthiness of foods purchased by high school students from online canteens. However, there is little evidence regarding the long-term effectiveness of choice architecture interventions targeting adolescent food purchases, particularly those delivered online.

Objective: This study aimed to determine the long-term effectiveness of a multi-strategy choice architecture intervention embedded within online canteen infrastructure in high schools at a 15-month follow-up.

Methods: A cluster randomized controlled trial was undertaken with 1331 students (from 9 high schools) in New South Wales, Australia. Schools were randomized to receive the automated choice architecture intervention (including menu labeling, positioning, feedback, and prompting strategies) or the control (standard online ordering). The foods purchased were classified according to the New South Wales Healthy Canteen strategy as either “everyday,” “occasional,” or “should not be sold.” Primary outcomes were the average proportion of “everyday,” “occasional,” and “should not be sold” items purchased per student. Secondary outcomes were the mean energy, saturated fat, sugar, and sodium content of purchases. Outcomes were assessed using routine data collected by the online canteen.

Results: From baseline to 15-month follow-up, on average, students in the intervention group ordered significantly more “everyday” items (+11.5%, 95% CI 7.3% to 15.6%; P <.001), and significantly fewer “occasional” (–5.4%, 95% CI –9.4% to –1.5%; P =.007) and “should not be sold” items (–6%, 95% CI –9.1% to –2.9%; P <.001), relative to controls. There were no between-group differences over time in the mean energy, saturated fat, sugar, or sodium content of lunch orders.

Conclusions: Given their longer-term effectiveness, choice architecture interventions delivered via online canteens may represent a promising option for policy makers to support healthy eating among high school students.

Trial Registration: Australian Clinical Trials ACTRN12620001338954, https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=380546 ; Open Science Framework osf.io/h8zfr, https://osf.io/h8zfr/

Introduction

Adolescents internationally are prone to having poor quality diets [ 1 - 3 ], which are associated with a higher risk of obesity, poor mental health and well-being, and an increased risk of chronic diseases during adulthood [ 4 ]. In particular, data from the most recent national survey of Australian high school children (aged 12-17 years) found that on average 5.7 (SE 0.2) to 6.6 (SE 0.7) serves of discretionary food choices are consumed per day, contributing to 38%-41% of total daily energy intake [ 5 ]. Adolescence represents a transitional life stage, which often coincides with increased autonomy regarding food choices and eating behaviors. Healthy eating interventions that can reach the adolescent population during this key stage are required [ 6 ], as dietary behaviors during adolescence have been shown to track throughout the life span [ 7 ].

High schools are an ideal setting to deliver interventions to improve adolescent nutrition, as they offer ongoing and widespread access to this traditionally hard-to-reach population [ 8 ]. Students have also been shown to consume up to 40% of their daily food intake during school hours, and in Australia over 60% of high school students purchase food at least once per week from their school canteen. However, the foods most commonly purchased from this setting are “less healthy,” discretionary foods high in energy, fat, salt, and sugar [ 9 ].

Interventions that incorporate choice architecture strategies (eg, provision of information, changing default options, and using incentives) [ 10 ] are effective in improving adolescent diet-related outcomes. A recent systematic review found that out of 137 included choice architecture interventions that aimed to modify child or adolescent diet-related outcomes, 74% were effective [ 10 ]. Despite this, of the 137 studies, only 9 were conducted in high schools and while 6 of the 9 studies (67%) were shown to be effective, all of the interventions were short in duration (average 10 weeks) and none assessed long-term effectiveness [ 11 ].

Online lunch ordering systems (henceforth referred to as “online canteens”), where students select and preorder their lunch using the web or mobile apps, are common in Australian schools [ 12 ]. Online canteens represent the optimal infrastructure to implement choice architecture strategies that support students in selecting healthier foods. The research team recently conducted the “Click & Crunch High Schools” cluster randomized controlled trial (RCT). The trial assessed the short-term (2-month) effectiveness of a multi-strategy choice architecture intervention embedded into an online canteen in increasing the relative healthiness of foods purchased at lunch by high school students. At a 2-month follow-up, relative to controls, intervention students purchased significantly more items classified as “everyday” (healthy +5.5%, P <.001) and significantly fewer items classified as “should not be sold” (unhealthy –4.4%, P <.001) [ 13 ]. Although these initial results are promising, evidence suggests that the effects of behavioral interventions can attenuate over time [ 14 , 15 ]. As such, an assessment of the longer-term impact of the intervention on high school students’ lunch purchases is required to better understand how it contributes to long-term behavior change.

Given digital intervention for public health nutrition is still an emerging field, limited studies have been conducted to assess the sustainability of effective interventions. For example, a 2021 umbrella review of 11 systematic reviews of digital interventions to promote healthy eating in children reported that the effectiveness of such interventions in the medium-term and long-term was not well studied [ 16 ]. The research targeting adolescents and high school students is sparser still. As this trial [ 13 ] was the first to investigate the effectiveness of embedding choice architecture strategies into online canteen ordering systems in high school students, this longer-term follow-up represents a novel contribution to the public health nutrition literature regarding the sustainability of digital health interventions for this underresearched group.

Therefore, this study aims to assess the long-term effectiveness (baseline to 15 months) of the “Click & Crunch High Schools” intervention on increasing the relative healthiness of school canteen lunch purchases by high school students.

A description of the trial methods has been previously published [ 13 ]. The original trial methods and 2-month follow-up were prospectively deposited on the Open Science Framework on October 23, 2020 [ 17 ]. The 15-month follow-up was not preregistered however it was conducted per procedures and outcomes as previously registered.

Study Design

This cohort study was conducted as a parallel-group, cluster RCT. Consenting high schools that were using an existing online canteen hosted by Flexischools (InLoop Pty Ltd; a commercial online canteen provider and partner on this research) and located in NSW Australia were randomized to receive either a multi-strategy choice architecture intervention delivered via the online canteen infrastructure or a usual practice control (ie, standard online canteen). Outcome data were collected over 8 weeks at baseline (October-December 2020), 2 months (the period immediately following intervention commencement, February-April 2021; results previously published) [ 13 ], and again at 15-months postintervention commencement (February-April 2022). This paper reports the 15-month findings.

Sample and Recruitment

School canteen managers from eligible schools were contacted by mail and telephone to invite study participation. A total of 9 (4 intervention and 5 control) government and nongovernment (ie, independent or catholic) schools located in NSW Australia that enrolled high school students (aged ~12-18 years), and used Flexischools as their online canteen provider were eligible to participate in the 15-month follow-up. Schools were ineligible for the trial if they had participated in another unrelated “online canteen” research program conducted by the team or were a catholic school located within a diocese in which ethical approval had not been obtained.

As per prespecified eligibility criteria, students were ineligible for inclusion if; they were in grade 12 at baseline data collection as they were unlikely to be still attending school at the follow-up data collection period; or if they had placed recurring lunch orders set before the intervention period as these orders would not have been exposed to the intervention.

Randomization and Blinding

Following recruitment, an independent statistician block randomized schools (in blocks of 2 and 4) using a random number function in Microsoft Excel. Randomization was stratified by school sector (eg, government vs nongovernment), as evidence suggests there are differences in the availability of healthy food between the school sectors [ 18 ]. Schools were unable to be blinded to their group allocation. However, the intervention was applied centrally, and only students at intervention schools could access the intervention strategies via the online ordering system. All student purchasing data was centrally collected by the online provider, reducing any risk of intervention contamination between the groups.

Intervention

The “Click & Crunch High Schools” intervention is described in full elsewhere [ 13 ]. The intervention was underpinned by the principals of choice architecture and sought to encourage the purchase of healthier (ie, “everyday”) items from the school’s online canteen menu. All intervention strategies were integrated into the schools’ existing online canteen and were displayed to students at the point of purchase. All student users of the online canteen at eligible high schools had access to the intervention strategies. The intervention was in place for approximately 15 months (February 2021 to April 2022) until after the 15-month follow-up data collection period. Intervention strategies (see Figure 1 ) are described in the following sections.

Menu Labeling

All menu items were classified as either “everyday,” “occasional,” or “should not be sold” based on the criteria outlined in the NSW Healthy School Canteen Strategy. Menu items were labeled with a small colored symbol: a green circle was added next to “everyday” foods, an amber circle was added next to “occasional” foods, and a red circle was added next to “should not be sold” (“caution”) foods. A “menu label key” appeared at the top of the page (eg, “Everyday- best choice for healthy happy students”; “Occasional- choose in combination with Everyday”; “Caution- consider switching, low nutritional value”).

Positioning

“Everyday” menu items and healthier food categories (eg, fruit, salad, and sandwiches) were positioned prominently (ie, first) in the online menu. Research suggests items placed in the middle of menu lists are two times less likely to be purchased than those at the beginning or end [ 19 ]. Therefore, the least healthy “should not be sold” items were placed in the middle and “occasional” items were placed last in menu category lists, respectively. Further, “occasional” or “should not be sold” items with multiple flavors (eg, potato crisps) required the user to first “click” on the item before the full list of flavors appeared (eg, plain, salt and vinegar, and chicken).

Before each lunch order was finalized within the online ordering system, users were shown a personalized summary of the healthiness of their lunch order. The summary included a pie graph displaying the proportion of items in their order that was “everyday,” “occasional,” and “should not be sold,” and a tailored message based on the proportion of “everyday” items in the order (eg, if <99% of items were “everyday”: “Try adding some ‘Everyday’ items for a more balanced meal.” If 100% of items were “everyday”: “Excellent choice! 100% ‘Everyday’ items”).

When “occasional” or “should not be sold” hot food items were chosen they included a prompt to add a fruit or vegetable snack and water. Healthier menu categories (eg, fruit, salad, and sandwiches) included an appealing image and positive purchase prompt (eg, “This is a good choice”).

To support canteen managers’ understanding of the NSW Healthy School Canteen classification system which underpinned the menu labeling, each canteen manager in the intervention group received a “menu feedback report.” The report included feedback comparing the online canteen menu to the recommendations of the NSW Healthy School Canteen Strategy and provided suggestions on how to improve the relative availability of “everyday” items on the menu.

Intervention Fidelity

Once every term during the intervention period (approximately every 10 weeks), a member of the research team monitored each school’s online canteen menu via the Flexischools website. They checked that all menu items, including any new items, were correctly classified according to the NSW Healthy School Canteen Strategy, and that the intervention strategies were applied accordingly. If any menu items were found to be unlabeled or incorrectly labeled, the research team would notify Flexischools and provide instructions for how to apply the intervention strategy correctly.

Control schools did not receive any of the intervention strategies, and were only provided access to the standard online ordering system.

Data Collection and Outcomes

Student purchasing data were automatically collected and stored by Flexischools. Data were collected over 3 distinct 8-week periods, with baseline occurring from October to December 2020 and long-term follow-up occurring 15 months after the intervention commenced (February-April 2022). The 2-month follow-up was the primary trial end point (data collected immediately following intervention commencement, February-April 2021), and has been previously published [ 13 ].

Primary Trial Outcomes

The primary trial outcomes at the 15-month follow-up were identical to those at the 2-month follow-up and included the mean percentage of all online lunch items purchased per student that were classified according to the NSW Healthy School Canteen Strategy as (1) “everyday,” (2) “occasional,” and (3) “should not be sold.” The NSW Healthy Canteen Strategy classifies foods as “everyday” based on their alignment with the core foods groups within the Australian Dietary Guidelines (eg, fruit, vegetables, dairy and alternatives, lean meat and alternatives, and grains) [ 20 ]. Menu items classified as “occasional” or “should not be sold” are considered “noncore” or discretionary foods that are mostly high in energy, saturated fat, sugar, and salt. Further information on the NSW Healthy School Canteen strategy including the nutrition criteria underpinning the strategy are reported elsewhere [ 20 ].

Each canteen menu item was classified against the strategy by a research dietitian using detailed item information (ie, brand, product name, service size, flavor, or recipe) obtained from the canteen manager via telephone or email. Following this, a statistician was able to apply the menu item classification (eg, “everyday”) to the automatically collected purchase data supplied by Flexischools (eg, fresh fruit equaled “everyday”).

Secondary Trial Outcomes

Energy, saturated fat, sugar, and sodium content of online lunch orders.

Secondary outcomes included the mean total energy (kJ), saturated fat (g), sugar (g), and sodium (mg) content of online lunch orders. Using previously established procedures, the dietitian generated the nutrition profile for each menu item by using data from food product databases (for commercially packaged menu items [ 13 , 21 , 22 ]) or FoodWorks (version 9; Xyris Software; for menu items requiring a recipe). The statistician then applied the nutritional profile of each menu item to the student purchasing data provided by Flexischools.

Weekly Canteen Revenue From Online Orders

Purchasing data that were automatically collected by Flexischools were used to calculate the mean weekly revenue from all student online lunch orders for the weeks that the canteen was operational at baseline and long-term follow-up. This outcome was assessed to explore any potential adverse effect of the intervention (eg, a reduction in canteen revenue due to the application of the intervention strategies).

School Characteristics

At baseline, school characteristics including the number of student enrollments, year range, sector (eg, government vs nongovernment), school type (combined primary and high school students’ vs high school only), and postcode were obtained from the government “MySchool” website. As the number of high school student enrollments for combined schools was not available on the “MySchool” website, this data was collected directly from the school.

Canteen Characteristics

Canteen characteristics including operating days per week, frequency of use, and student grade data were obtained from the student purchasing data supplied by Flexischools.

Menu Composition (Pre-Post Intervention)

Using the methods outlined above, a research dietitian assessed the proportion of items on each school’s online menus that were classified as “everyday,” “occasional,” and “should not be sold.” This is reported by intervention and control groups at baseline and 15-month follow-up.

Statistical Analysis

All outcome data were analyzed in SAS (version 9.3; SAS Institute) under an intention-to-treat (ITT) approach whereby all student lunch orders and schools were analyzed based on the groups they were originally allocated. All nutrition outcomes included data from the student cohort (grades 7-11) that had placed at least one order during the baseline period.

Primary and secondary outcomes were assessed using separate linear mixed models by comparing differences between intervention and control groups over time (baseline to 15 months) through the inclusion of a group-by-time interaction fixed effect. All models included a random intercept for schools (to account for potential school-level clustering), a nested random intercept and random time effect for students (to account for repeated measurements between time points), and fixed effects for the school sector and SEIFA (Socio-Economic Indexes for Australia). All available data (baseline, 2 months, and 15 months) were incorporated into the model.

Consistent with previous publications, the denominator for the unit of analysis for primary trial outcomes was the total number of individual items purchased for each student over the three 8-week data collection periods (baseline: October-December 2020; 2 months: February-April 2021; 15 months: February-April 2022).

Differences in the average weekly revenue (a school-level outcome) were assessed using linear mixed models and included data from all students who had placed any order during any of the data collection periods. School and canteen characteristics were previously reported in the 2-month outcome paper and are included here for context.

Given no differences were observed by subgroups (student grade, frequency of canteen use, or school sector) at the primary trial end point (2 months), no subgroup analyses were conducted at the 15-month follow-up.

Sample Size

No sample size calculation was performed for long-term follow-up, sample size estimates were calculated a priori based on the primary trial end point of 2 months [ 13 ]. The original sample size required the participation of 10 schools (222 students per school) to ensure a mean detectable difference of 13% of everyday items with 80% power, an intraclass correlation coefficient of 0.05, and an α of .05 at 2-month follow-up.

Ethical Considerations

The ethical approval for the conduct of this study was provided by the Human Research Ethics Committee of the University of Newcastle (H-2017-0402), and State Education Research Approval Process (SERAP 2018065), as well as relevant Catholic School Dioceses.

The baseline characteristics of the sample are presented in Table 1 . At baseline, on average, control schools had higher student enrollments compared with intervention schools (mean enrollments 800, SD 318 vs 496, SD 226). All other baseline characteristics were similar between groups (no significance testing was performed). For example, all school canteens operated 5 days per week, the majority of schools were located in areas of most socioeconomic advantage, and the majority of students were in grades 7 to 9. The number of participants and orders at baseline and 15-month follow-up can be seen in Figure 2 . While 1331 students from 9 schools provided data at baseline, 332 (25%) students did not place an online order at the 2-month follow-up, and an additional 268 (20%) students did not place an online order at the 15-month follow-up. Of these 268 students, 70 had completed high school (ie, students that were in grade 11 at baseline were no longer at school 15 months later). There were no statistically significant differences between intervention and control participants being lost to follow-up ( P =.08).

a NSW: New South Wales.

b Nongovernment schools were Catholic and independent schools.

c Based on publicly available school statistics (MySchool 2020) or verbally from schools (combined schools only).

d Socio-Economic Indexes for Australia 2016, based on the postcode of the school locality and dichotomized at the NSW median.

e Based on Flexischools purchasing data.

f As classified by a dietitian according to the New South Wales Healthy School Canteen Strategy.

Primary Outcomes

The primary outcomes were the average proportion, per student, of “everyday,” “occasional,” and “should not be sold” online lunch items purchased. Relative to controls, over time from baseline to 15-month follow-up, students in the intervention group ordered on average significantly more “everyday” items (+11.5%, 95% CI 7.3% to 15.6%; P <.001), and significantly fewer “occasional” (–5.4%, 95% CI –9.4% to –1.5%; P =.007) and “should not be sold” items (–6%, 95% CI –9.1% to –2.9%; P <.001) in an intention-to-treat (ITT) analysis ( Table 2 ).

a All models included a random intercept for school, a nested random intercept and random time effect for students, and fixed effects for the school sector and Socio-Economic Indexes for Australia. All available data were incorporated into the model (baseline, 2-months, and 15-months) to describe purchasing patterns over time.

b P <.05.

c All $ amounts are in Aus $. A currency exchange rate of Aus $1 = US $0.65 was applicable as of February 2024.

Secondary Outcomes

Average energy, saturated fat, sugar, and sodium content of online lunch orders.

There were no between-group differences over time (baseline to 15-month follow-up) in the average energy (+48.8 kJ, 95% CI –34.6 to 132.2; P =.25), saturated fat (–0.0 g, 95% CI –0.5 to 0.5; P =.99), sugar (+1.7 g, 95% CI –0.1 to 3.5; P =.07), or sodium (+0.35, 95% CI –36.2 to 36.9; P =.99) content of student lunch orders.

Weekly Online Canteen Revenue (Potential Adverse Effect)

While both intervention and control groups increased in revenue (a currency exchange rate of Aus $1=US $0.65 applies) over time (intervention-group baseline: Aus $896.10; intervention-group 15-month follow-up: Aus $1243.80; control-group baseline: Aus $769.60; control-group 15-month follow-up: Aus $1798.50), the increase in the intervention group was significantly lower than the increase in the control group (differential effect –Aus $673.40, 95% CI –Aus $1252.60 to –Aus $94.20; P =.03). To further qualify this effect, a post hoc exploratory analysis was undertaken to explore if students spent more money per order between intervention and control groups over time. The exploratory analysis found no difference in the average spend per student order by intervention and control groups over time (difference Aus $0.07, 95% CI –Aus $0.14 to Aus $0.28; P =.48).

Menu Composition

While no significance testing was performed, the proportion of “everyday,” “occasional,” and “should not be sold” items available on menus at baseline and 15-month follow-up were similar for the intervention and control schools ( Table 3 ).

Of the 4 intervention schools, 3 had 99% (1256/1269 items) of their menu labeled correctly during the 15-month intervention period. The remaining school removed all of their labels in the last 12 weeks of the intervention, resulting in 81% fidelity across the 15-month intervention period.

Principal Results

This is the first study to assess the long-term effectiveness of an intervention embedded within an online lunch ordering system for high school students and is one of few studies to assess the long-term effectiveness of food choice architecture interventions more broadly [ 10 , 23 , 24 ]. The Click & Crunch High Schools cluster RCT found that intervention students, relative to control, ordered significantly more healthy “everyday” items and significantly fewer “less healthy” items from baseline to 15-month follow-up. There were no between-group differences over time in the average energy, saturated fat, sugar, and sodium content of high school student online lunch orders. This study found that the online canteen revenue for both groups increased over 15 months, however, the revenue in the intervention group grew more slowly than the control group. These findings were surprising, given other trials in the school food setting have found no differences between groups in revenue [ 25 - 27 ].

Comparison With Prior Work

While there is limited research to draw direct comparisons of this study, systematic reviews of the school setting have found that very few studies have assessed the long-term effectiveness of nutrition interventions in high schools [ 24 , 28 ]. A systematic review by Mingay and colleagues [ 24 ] found that only 6 of 35 studies assessed the long-term effect (≥12 months) of school meal interventions on the selection or purchase of healthier foods by high school students. Similar to our study, the review found mixed evidence for studies that included multiple dietary outcomes (eg, nutrients vs food groups) in their assessment of long-term effectiveness. In contrast to our study, the review found that shorter interventions (<3 months) had a greater effect on dietary outcomes for high school students [ 24 ]. Contrary to these review findings, our study found that there was a greater magnitude of effect at 15-months compared to the 2-month follow-up (previously reported) [ 13 ]. For example, at 2 months the Click & Crunch High School intervention was effective in increasing “everyday” items (+5.5%, P <.001) and decreasing “should not be sold” (–4.4%, P <.001) items purchased by students, with no difference in the purchase of “occasional” items (–1.2%, P =.47) [ 13 ]. At the 15-month follow-up, the magnitude of effect was greater than that observed at 2 months and the decrease in “occasional” items purchased was now significant (15-months: everyday +11.5%, P <.001; occasional –5.4%, P =.007; should not be sold –6%, P <.001). The increase in effect size over time may in part be explained by the high intervention fidelity, the intervention type (choice architecture vs food provision), and the number of strategies employed in this trial. Furthermore, the greater length of time that students were exposed to the intervention may have increased the likelihood of habitual patterns in the purchasing of more healthy foods. The sustained intervention effectiveness may also be attributable to the precommitment involved with “preordering,” which may prevent impulse purchasing of “less healthy” foods due to hunger-based cues [ 10 ].

Although this is the first RCT to describe the long-term effectiveness of an online choice architecture intervention in the high school setting (enrolling students aged ~12-18 years) a similar pattern of results has been found in related food service settings [ 29 , 30 ]. For example, a longitudinal study undertaken with adults in a large hospital cafeteria found that a 2-year choice architecture intervention involving traffic light labeling, product placement, and promotion increased the sale of “healthy” items by 5% and decreased the sale of unhealthy items by 3% ( P <.001). In the primary school setting (aged 5-12 years), the same Click & Crunch intervention was found to be effective at improving healthy food purchases by primary school students at 18 months (+3.8% “everyday” and –2.6% “less healthy” items purchased) [ 29 ]. Such findings demonstrate the potential merit of the Click & Crunch intervention on improving the nutritional quality of both primary and high school student online lunch purchases over both the short and longer term and challenge the previously held notion that choice architecture interventions may attenuate over time due to their “novelty effect” or “label fatigue” experienced by end users [ 10 ].

Broader Implications of This Research

The findings of this trial may have broader relevance to the online food ordering systems more generally. The World Health Organization has identified the need to leverage online food delivery systems for public health benefits [ 31 ]. This is the first trial to embed public health nutrition strategies within online food ordering systems for adolescents. With the exponential rise in related meal delivery app use particularly by adolescents and young adults (aged >15 years) [ 32 ], these research findings are likely to be of interest to policy makers investigating how to leverage such systems for public health benefit.

Strengths and Limitations

This cluster RCT had several strengths, including the robust trial design, objectively collected purchase data, and the use of a real-world online lunch ordering system to deliver simple choice architecture strategies. Importantly, it is one of few studies assessing the long-term effects on food purchase or consumption of a choice architecture intervention and the first to do so in the high school setting. Despite this, this study had several limitations. In addition to those already discussed in the 2-month follow-up [ 13 ], this study did not assess intervention costs or acceptability which are key determinants of intervention scalability [ 33 ]. Therefore, to support public health decision-making regarding the scalability of these interventions, future research that explores the acceptability of the intervention to end users (high school canteen managers and students) and intervention costs including cost-effectiveness may be warranted. Furthermore, as this study did not find differences in nutrient outcomes (energy, saturated fat, sugar, and sodium), future research may be required to understand the differential effect of alternate menu labeling systems (eg, kJ labeling) on nutrient-based outcomes. Finally, as outlined in the 2-month follow-up [ 13 ], to achieve population-wide improvements in adolescent nutrition this intervention should be considered in addition to broader public health nutrition strategies that reach both users and nonusers of online canteens in the high school setting.

Conclusions

Despite the limitations, this is the first RCT to explore the long-term effectiveness of a choice architecture intervention embedded within an online canteen targeting high-school students and one of only a few choice architecture interventions delivered in the high-school setting. The findings suggest that there are long-term effects of up to 15 months after intervention commencement, including a significant increase in healthy “everyday” items and a significant reduction in less healthy “occasional” and “should not be sold” items. This provides valuable evidence about the potential long-term effect of choice architecture interventions delivered via online canteens on adolescent school lunch ordering and may be useful to policy makers interested in improving adolescent diet within the high school setting. Further research is required to determine the feasibility of disseminating such interventions to schools at scale, and if these effects transfer to other online food environments targeting different end users (ie, adults and health care workers) such as workplaces, hospital settings, and the fast food sector.

Acknowledgments

We wish to thank Flexischools, the research advisory group, and the participating schools, canteen managers, and canteen users. This research was funded by the National Heart Foundation of Australia (102809). RW is supported by a Heart Foundation Postdoctoral Fellowship (102156) and Cancer Institute NSW Early Career Fellowship (2021/ECF1355). LW receives salary support from a National Health and Medical Research Council Investigator Grant Fellowship (APP1197022). RS is supported by a Medical Research Future Fund Investigator Grant (APP1194768). SLY is supported by a National Heart Foundation Future Leader Fellowship (106654). The funders had no role in the conduct of the trial or the analysis or interpretation of findings. The provider (Flexischools) was selected through a competitive tender process. Flexischools is a commercial organization that provided the online canteen ordering infrastructure to schools that were included in this study. Flexischools had no role in this study’s design, data analysis, data interpretation, or writing of this paper.

Data Availability

The data sets generated during or analyzed for this study are available from the corresponding author on reasonable request, pending ethics approval.

Authors' Contributions

RW conceived this study. TD and RW developed the methodology. CL conducted the formal analysis. TD, TC-M, RW, and HL conducted research. CL, TC-M, and TD curated data. TD and JJ led the writing of this paper with all authors contributing to paper revisions. LW, SLY, RS, and RW provided supervision. RW acquired funding. All authors read and approved the final paper.

Conflicts of Interest

None declared.

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Abbreviations

Edited by A Mavragani; submitted 21.07.23; peer-reviewed by S Beresford; comments to author 25.09.23; revised version received 01.10.23; accepted 30.01.24; published 19.03.24.

©Tessa Delaney, Jacklyn Jackson, Christophe Lecathelinais, Tara Clinton-McHarg, Hannah Lamont, Sze Lin Yoong, Luke Wolfenden, Rachel Sutherland, Rebecca Wyse. Originally published in the Journal of Medical Internet Research (https://www.jmir.org), 19.03.2024.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in the Journal of Medical Internet Research, is properly cited. The complete bibliographic information, a link to the original publication on https://www.jmir.org/, as well as this copyright and license information must be included.

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A. Piazzolla. Libertango Moscow City Symphony – Russian Philharmonic Moscow City Symphony – Russian Philharmonic

A. Piazzolla. Libertango

So it is probably true that my thoughts do very much influence how I feel and act. I am going to try to reflect about this a bit more. Yes, I think, it is true, I mostly let my thinking determine my feelings and how I act.

I hope I can soon write about this a bit more.

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• MICK GORDON; THEATRE AND THE MIND
• Tango Music

Published by auntyuta

Auntie, Sister. Grandmother, Great-Grandmother, Mother and Wife of German Descent I've lived in Australia since 1959 together with my husband Peter. We have four children, eight grandchildren and two great-grandchildren. I started blogging because I wanted to publish some of my childhood memories. I am blogging now also some of my other memories. I like to publish some photos too as well as a little bit of a diary from the present time. Occasionally I publish a story with a bit of fiction in it. Peter, my husband, is publishing some of his stories under berlioz1935.wordpress.com View all posts by auntyuta

8 thoughts on “ A. Piazzolla. Libertango Moscow City Symphony – Russian Philharmonic Moscow City Symphony – Russian Philharmonic ”

This is another Tango that I think is very beautiful. 🙂

Bravo Bravo Bravo, excellent examples of the Beautiful Tango. Thanks for sharing the links which led me to other Beautiful examples of Argentinian Tango.

For info Uta, the Milongo

Thanks, Ian, for the link. I like watching these videos. Our two little great-grandsons had a lovely Easter-Egg Hunt yesterday. Lucas called our backyard a “forest”. Happy Easter greetings to you and Ana from Uta and Peter. 🙂

Herrlich, ganz fantastisch! Happy Easter! 🙂

Thank you, Dina. Happy Easter to the 4 of you! 🙂

Liebe Gislinde, ich danke dir herzlichst. Ich wünsche dir und deiner Familie auch recht Frohe Ostern! 🙂

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Moscow essay city for word study essay

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Home — Essay Samples — Geography & Travel — Travel and Tourism Industry — The History of Moscow City

The History of Moscow City

• Categories: Russia Travel and Tourism Industry

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Published: Feb 12, 2019

Words: 614 | Page: 1 | 4 min read

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