giver skolemad næring for læring? - Projekt EVIUS - Aalborg ...

Sammendrag:
Denne rapport omhandler det pædagogiske delprojekt i projekt EVIUS. I delprojektet evalueres og diskuteres
effekter af en fri skolemadsordning på skolebørnenes trivsel, læringsmiljø samt udvikling af viden og
kompetencer. Der er foretaget en kvalitativ undersøgelse på fire skoler, som fik gratis skolemad i en periode.
I denne indgik enkeltinterview og fokusgruppeinterviews med elever fra mellemtrin og udskoling,
observation af spisepausen samt interview med aktuelle klasselærere og skoleleder og/eller madansvarlige.
I rapporten analyseres skolemadsordningens betydning for elevernes læring, trivsel og læringsmiljø, om der
har været en kobling mellem undervisningen på skolen og skolemadsinterventionen, samt de involverede
parters syn på sundhed, mad og præferencer. Diskussionen har blandt andet fokuseret på kvaliteten af de
forskellige madtilbud samt potentialer og barrierer for pædagogisk nytte. Dernæst har de muligheder, som
skolemaden kunne lægge op til, været diskuteret med lærere og ledelse. Endelig har der været spurgt til,
hvorvidt der er sammenhæng mellem ernæring og læring. På baggrund af undersøgelsen konkluderes det,
at skolemad åbner op for et læringspotentiale i, og at eleverne uanset den påviste manglende kobling til
undervisning har fået udbytte af skolemadsprojekterne. De har bl.a. skulle forholde sig til
skolemadsordninger, de nye fødevarer og især måltidets sociale aspekt, og betydningen af at alle spiser
sammen og spiser det samme. Derudover har eleverne vist sig at besidde forholdsvis nuanceret viden om
mad og sundhed. Konklusionerne udmønter sig i en række anbefalinger til udnyttelse af eksempelvis
sundhedsmæssige og pædagogiske potentialer i skolemadsordningerne.
English summary:
This study report describes a qualitative study that is a part of EVIUS – a collaborative project in four parts
aimed at effect evaluation of a free school meal intervention. In the study the effect of the school meal
intervention on the learning environment in schools, and pupils’ well-being and development of knowledge
and competencies is evaluated and discussed. The study was conducted at four schools offering free school
meals for 20 weeks. At each school single- and focus group interviews were carried out with students from
grades 5 to 7 and from grades 8 to 9. Furthermore observations at the lunch breaks were done, as were
single interviews with the class teacher and headmaster and/or the person responsible for the school
meals. In the study the organization of school meals and its influence on schoolchildren’s well-being,
learning environment and learning was examined, as well as more general aspects regarding health, food
and preference for foods. The discussion focuses on the quality of the food and different school meal
arrangements, on potentials and barriers related to the educational use of food and school meals, and on
the possible positive effect of healthy school meals on pupils learning. The study concludes that there is a
learning potential in school meal interventions, although they aren’t related to teaching about food and
health. The result indicates that the pupils have developed knowledge and skills related to that they have
tried new foods and dishes. Development of affective and socio-cultural aspects of learning can also be
identified – aspects related to the pupils’ experiences with critically reflection on new dishes, and their
experiences with eating the same food together in the class. A number of recommendations concerning the
utilization of health related and pedagogical and educational potentials in school meals are put forward in
the conclusion part of the report.
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