This article will be of interest to teachers, parents and governors. It relates to a number of opinions that have been flying around in the national press (February 2001). This has prompted me to outline some thoughts on the main issues of what is considered a 'national row'. These matters are never straightforward and it is unhelpful for the press to present them as if they are.

The article in question outlined the case of a primary school where the Head does not allow children to bring biscuits to school for break. Instead they are encouraged to bring in a piece of fruit or raw vegetable. (Since the same was true thirty-five years ago at my primary school, this is hardly a new fad and I still had plenty of opportunity to eat sweet foods out of school.) This policy gave rise to a dispute when a boy at the school, who does not like fruit and vegetables, had some biscuits confiscated.

This has sparked a public outcry from those who consider this to be food fascism, raising the question of how much power teachers should have over parents. Some point out that it is no business of teachers to dictate to children what they should and should not eat and that parents should retain the right to choose what their children eat. Comments such as "teachers should stick to teaching" suggest that schools have no role to play in children's socialisation or the development of life skills. It also suggests that education only takes place in lessons, not during any other part of the school day. And it says a lot about how teachers are regarded by the public they serve.

What are the issues?
One of the problems we face is that an unbalanced diet may not result in any adverse consequences until much later in life, if at all. Why then should a six year old, or its parents, worry about something that may not happen later? What harm can be caused by eating biscuits every day instead of fruit? This is precisely the crux of the matter. Parents and schools need to help children understand that foods are neither 'good' nor 'bad' in themselves. It is the balance of the overall diet that matters. Biscuits are fine - in moderation - but it is easy for children to develop a sweet tooth from an early age, and they are bombarded with adverts that encourage them to do so. A school that decides not to join in with encouraging this during the school day is doing its bit to promote good eating habits, but is not removing the freedom for children to eat what they want out of school.

Yet this is not an easy concept for children or parents to grasp, especially those who live for the here-and-now and do not worry about what is up ahead. For many parents, feeding the family is the priority and they cannot afford to worry about the quality of that food. They eat what they can afford and to prevent their children going hungry. This is what schools are up against and they may have to provide a balance to the message that children receive at home, whilst remaining sensitive to parents' wishes in the process. Clearly there will be instances where parents and schools do not agree.

What is the school's role?
Primary teachers do not get involved in promoting healthy eating because they are short of things to do, but because they are required, as part of their job, to address the welfare of the children in their care. This involves educating them about food, diet and health so that they can make informed choices. They have been put in a situation where (simply by being primary teachers) they are expected to be relatively expert in many fields.

Suggesting that teachers inspect the contents of children's lunch-boxes is admittedly going too far. It is also important that any school rules and guidelines are not too inflexible, otherwise children's experience of food becomes a negative one, not enjoyable. It is not a teachers' job to enforce particular views and practices. But it is a school's joint responsibility (along with parents) to educate children about food as a life skill, as part of their socialisation, and to encourage healthy lifestyles. This is why it is included as part of the formal curriculum (in science, as well as design & technology where children handle and make food, and often also in health education).

It is not a good idea to teach one thing in lessons and then allow children to make poor choices in the school canteen, snack bar or in the food they bring to school. This is why schools try to have a consistent approach across all aspects of school life. If parents are not involved in the making of school policy, it can lead to misunderstandings and ill feeling from those who think the school is overstepping its mark.

Are primary teachers qualified?
As part of teacher training, all teachers now receive some preparation (albeit inadequate) for teaching design & technology because it is part of the National Curriculum, and practical food work is part of this subject. Nutrition is also taught within science. So teacher training will cover some nutrition. This does not make primary teachers experts in nutrition, but it does mean that they probably know as much about it as the average parent. And certainly enough to guide and inform children as part of their general education.

In addition, many primary teachers are also parents and so do know something about food, diet and health from their experience in bringing up their own children. We can't have it both ways - expecting primary teachers to teach all aspects of a modern curriculum, then complaining that they seem to think they are an expert on everything - that is what is expected of primary teachers - to be expert in teaching a range of subjects within the 5-11 age range!

Really this story supports the need for food to be part of everyone's education - parents, teachers and children. It is compulsory for primary schools to teach children about food as part of the National Curriculum (England). Click here to find out what this means in practice. Too often schools do not inform or involve parents in what they are trying to do (maybe because they are too busy trying to do it!). Sometimes parents are reluctant to get involved, or do not have the time, but are quick to get involved when they have a grievance. If parents do not appreciate what schools are trying to achieve, they cannot support the school's efforts. Where schools involve parents in the development of school food policies there is a better chance of them understanding and supporting the school's efforts to educate their children for life.

Ali Farrell
February 2001

Ali Farrell is a leading food education specialist and Director of www.foodforum.org.uk

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