Health promotion journal of Australia : official journal of Australian Association of Health Promotion Professionals · 2026
Beyond Breakfast: Exploring What Works for Schools Delivering School Breakfast Programs in Queensland, Australia.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Duell Rebecca, Villoresi Danielle, Malope-Rwodzi Nomxolisi, Gallegos Danielle
Аннотация
BACKGROUND: School-based food relief (SBFR) programs respond to students' immediate food needs by alleviating hunger. In Queensland, Australia, SBFR was expanded during the COVID-19 pandemic emergency response to address a perceived increase in food insecurity. This paper reports on an evaluation of programs supported by the Y Queensland, which aimed to highlight successful delivery practices and determine whether food insecurity improved.
METHODS: An explanatory mixed-method, multi-case study methodology was used to explore the effects of the program across four schools from the perspectives and experiences of the school staff. A descriptive survey supplemented the case study methodology to collect information from all other schools receiving SBFR support regarding program operations, types of SBFR provided, perceived program impact, and continued need for support.
RESULTS: A total of 56 surveys and six in-depth interviews were collected from staff working in 46 schools supported by the program. The evaluation identified five key characteristics of effective program delivery: welcoming physical environments, relationships that promote social connection, inclusion of all to reduce stigma, adaptability to feedback and observation, and collaboration with the community. Programs with strong delivery characteristics improved food security and school connectedness, impacts that were especially valuable during COVID-19 disruptions.
CONCLUSION: This study demonstrates how successful SBFR programs can operate as adaptable, equity-focused interventions that create supportive environments, reduce stigma, and strengthen social connectedness while addressing food insecurity during a public health emergency.
METHODS: An explanatory mixed-method, multi-case study methodology was used to explore the effects of the program across four schools from the perspectives and experiences of the school staff. A descriptive survey supplemented the case study methodology to collect information from all other schools receiving SBFR support regarding program operations, types of SBFR provided, perceived program impact, and continued need for support.
RESULTS: A total of 56 surveys and six in-depth interviews were collected from staff working in 46 schools supported by the program. The evaluation identified five key characteristics of effective program delivery: welcoming physical environments, relationships that promote social connection, inclusion of all to reduce stigma, adaptability to feedback and observation, and collaboration with the community. Programs with strong delivery characteristics improved food security and school connectedness, impacts that were especially valuable during COVID-19 disruptions.
CONCLUSION: This study demonstrates how successful SBFR programs can operate as adaptable, equity-focused interventions that create supportive environments, reduce stigma, and strengthen social connectedness while addressing food insecurity during a public health emergency.