FREE ESSAY ON SCHOOL LUNCHES

SCHOOL LUNCHES

A visit to a school lunchroom at noon would quickly dispel any preconceived view of how
lunch goes down in children. Most youngsters will dive for the cookies first eat a bite
or two out of the sandwich and the apple, throw away the rest, and turn to the serious
business of snack foods. There are approximately 25 million children in 93,000 schools
who receive breakfast and lunch through the school cafeteria. Although research has shown
that eating healthy at an early age helps youngsters develop good eating habits, these
lunches and breakfasts are loaded with fat, sodium, sugar and are low in fiber. "A
nutritious diet will positively affect the performance of a student work" (Sherman 18).
Nutrition is the process by which a living being takes food and supplies it as
nourishment to live and grow properly. The government needs to realize that good
nutrition and nutrition education are two essential ingredients in a school health
program and in education. 
Beatrice Trum Hunter in her article "Upgrading School Lunches" says that the Federal
government set up the National School Lunch Program in 1946 and later the school
breakfast program. "The reasons for this is, there was a growing surplus of certain
subsidized agricultural products 
and many children in the country were going through the
entire day without sufficient nutrition" (Hunter 146-147). 
According to Barbara Meeks dietitian at Warren Local Schools, during War World II
soldiers were so malnourished the National Government decided that children were not
being properly educated and nourished. The government started the commodities service so
that young soldiers would be in better health to fight in wars (Meeks). The programs were
administered by the U.S. Department of Agriculture (USDA). While the National Institute
of Health, tells people to avoid fats and cholesterol, the U.S. Department of Agriculture
feeds kids eggs, cheese and fatty sausages for breakfast. Through this program, the
government bought a surplus of meat, cheese, milk, and butter from farmers (McCarty 22).
They provided these products free to school districts. However, even in its founding,
these programs offered children foods that were high in fat and cholesterol (McCarty 22).
These commodities are not necessarily based on children's nutritional needs. "The fact
is, school lunches are more a matter of politics than of commonsense" (Krizmanic 98).
The school lunch and breakfast program supplies sufficient nutrients to children who
might otherwise not getting enough food at home. The program menu reads like a 
fast-food restaurant containing such things as cheeseburgers, pizza, hot dogs, and Whole
milk, which are all high in cholesterol and fat (Pratt 3).
A non-nutritious diet has fostered a multitude of health problems in school age children.
"The obesity rate among school age children has doubled in the last 10 years" (Sherman
18). "In a recent USDA report it reveals that school meals have 85 percent more sodium,
50 percent more saturated fat and 25 percent more fat in all, based on the departments
recommendation for a healthy diet" ("Why" 28). "Of 545 schools surveyed only one meets
the government's guideline for keeping saturated fat under 10 percent" (Bricklin 48). "A
typical school lunch contains about 35-40 percent of calories from fat, relying to much
on meat and animal based foods (Cornell).
"The school menu is a management tool which has a major role in controlling the
compliance the compliance of federal regulations, nutrient content, meal acceptability,
food and labor cost, food purchasing, food production, equipment use and needs, and the
employee training needs" (Menu 12).
Planning a successful menu requires several areas of knowledge such as the goals,
requirements and recommendations of the breakfast and lunch programs, food costs, what
foods are available, students' food preferences, food preparation and a meal that will be
well accepted by the school-age customer being served ("Menu" 5). It is required that
students be offered all five food items of the meal. When approved by the local school
food authority students are allowed to choose three to four food items within the lunch
pattern. Because school food service plays such an important role in the health and
nutrition education of children, cafeteria's are encouraged to reduce fat, sugar, and
salt in school meals to the extent that is acceptable ("Menu" 4).
However, cholesterol and fat are essential for a healthy body metabolism, particularly
during periods of active growth and development, when energy needs are high (Kowalski
29).
Cholesterol, a waxy chemical that is manufactured in the liver, is essential for the
body's proper functioning (Kowalski 29). It helps build new cells and repair old ones. It
acts as a building block for the brain, nerves, internal organs, and several hormones
found naturally in the human body (Kowalski 30).
Fat, is used by the body as a concentrated source of energy. This permits relatively
small amounts of food to be eaten while obtaining the calories necessary to maintain
daily activities. "In reasonable amounts, fat helps a child grow to his or her full
potential (Kowalski 31).
Food containing large amounts of saturated fat, discourage the body from clearing away
excess cholesterol.
When cholesterol builds up in the arteries, it can block the supply of blood to the heart
(Kowalski 32).
Based on rules from the USDA, meals each day need to provide at least 2 ounces of
protein, three-fourths cup of fruit and vegetables, 8 ounces of milk, as well as 8
servings of bread a week. Each meal totals about 750 calories with 28 percent to 38
percent of calories from fat. For many children, lunch or breakfast at school is their
first exposure to making their own food choices. "Guidelines from the National School
Lunch Act (1994) and the Child Nutrition Act (1994) will go into effect during the
1996-1997 School year" (Hunter 8-9). Exceptions to these requirements would be special
medical and dietary needs such as substituting juice for milk with a child that is
lactose intolerant. Even more exceptions would include ethnic, religious, economic or
physical needs (Hunter). School food should be modified so it contains less fat and more
grains, fruits, and vegetables. Heidi Sherman in her article "Healthy School
Lunches...Finally", states the foods
in total, should contain no more than 30 percent calories from fat, or 10 percent
calories from saturated fat (18). Also, the guidelines recommend reductions in
cholesterol, sodium, and sugar and to add one-third of the Recommended Dietary Allowances
(RDA) per meal. This would provide protein, Vitamin A and C, calcium and iron. It is not
expected that each meal each day will provide one-third of the RDA of all nutrients, but
that when averaged over a period of time, in which a wide variety of foods are served,
the guidelines well be met ("Menu" 13).
Many school age children pass the regular school lunch provided for them and eat even
less nutritional foods from vending machines. Under current law, food containing less
than 5 percent of the Recommended Daily Allowance of the eight basic nutrients, such as
gum, hard candy, and soda pop, cannot be sold in school cafeteria's during lunch hours
("The" 56). However, they can be sold in school during the 
rest of the day. Some schools as an alternative to vending machines offer ala carte
consisting of potato chips, low fat and regular ice cream, snack cakes, granola bars,
cookies, 
pretzels, hi-c drinks, and flavored waters ("The" 57). These are only offered after
children have been given an adequate time to eat the regular school lunch provided for
them (Williams). Schools make money on the sale of candy and other foods sold in the
machines and during ala carte. This money then supports school programs (McCarty 4). 
There are better ways for schools to fund extra programs. Unhealthy food choices could be
replaced by healthy choices. This could include items such as yogurt, fruit, apple sauce,
and other healthy foods (Hunter 8). This is more important to the children's health then
for the profit of junk food companies. "The Fairfax County, Virginia School district,
takes in more than $3,000 a week from vending machines stocked with healthy choices and
fruit juices" ("Why" 28). "National School Lunch Program requires school food authorities
to promote activities to involve students and parents in the school lunch program. Such
activities may include menu planning, enhancement of the eating environment, program
promotion, and related student community support activities" ("Menu" 8).
There is a whole body of research that has determined that giving a child a "good
breakfast" provides one-third of 
the energy requirements for the day and has beneficial effects on intellectual
performance, social interactions, and energy levels at schools. "Breakfast is an
excellent opportunity for children to eat a significant portion of their daily
nutritional requirements, and youngsters who eat breakfast tend to have a better
nutritional intake over the course of the day ("Feeding" 156-157).
Children whose lives are impeded by hunger and poor nutrition are not ready to learn.
Schools need to provide quality nutritional content in school menus through the food
service program (Sherman 18). They also need properly staffed personnel that are trained
in the current body of nutritional knowledge (Florida). All foods that are available to
students should be consistent with recommended dietary allowances and dietary guidelines.
When consumed, they contribute to the development of lifelong, healthy eating habits
("Menu"). School nutrition is also an essential portion of health education and should be
connected into other health related curriculum in schools. 
Dynamic classroom presentations and curriculum teach children that the same foods that
are best for their bodies, are also best for the planet (Bricklin 47). Nutritional
education includes a minimum knowledge on dietary guidelines, the food pyramid, and an
understanding of product labeling. Although many children will continue choosing old
favorites, increased choices will afford them a better chance to achieve a healthier
diet.
The U.S. Department of Agriculture has issued a new food pyramid to guide school
classrooms and cafeterias to nutritional daily food choices. "Starting with plenty of
breads, cereals, rice, and pasta, vegetables, fruits, two to three servings from the
dairy group and meat group provides some, but not all of the nutrients you need ("Menu"
9). No one food group is more important than another. Good health requires them all. 
Nutritional education also develops critical thinking skills. This skill provides support
for all nutritional information and assists individuals in making appropriate food
choices. Good nutrition is a critical component of overall wellness("Center"). It
improves children's nutritional status and helps to increase their overall physical,
mental, and developmental health. It will improve school performance and overall
cognitive development. Eating healthy early on, helps children develop good habits that
will stick with them and undoubtedly lower their risk of heart disease in the long
run(Kowalski 29). In the short run, a nutritious diet will positively affect performance
in school work.
To meet the requirements of the National School Lunch Program, a school lunch must
contain a specified quantity of each of the food components such as meat or meat
alternate, vegetable or fruit, bread or grain, and milk ("Menu" 12). The current pattern
of food based menus for school lunches has changed from the past. The meat requirement
was three ounces, but now is two. Fruit and vegetable requirements have raised from ?
cups to one cup, the bread and grain requirements changed from eight servings per week to
12 to 15 servings per week and a minimum of one serving per day ("Menu" 14).
Students claim that school lunches are lukewarm, tasteless, and soggy (Sherman 18). The
government needs to recognize the importance of providing high quality foods that
promotes health in both the short and long term. "Today the National School Lunch Program
is an atherogenic atrocity, contributing to future heart disease" ("Menu" 6). The
educational system needs to modify fat, sodium, cholesterol, and sugar levels in the
commodities donated to the schools for lunches and to teach students good nutrition in
the classroom. The menu is the focal point of the school lunch and breakfast programs. It
is the basis to have ultimate satisfaction of students' appetites. 
Abstract
School lunches and breakfasts have been in schools since 1946 when the National School
Lunch Act was established. The program was started to ensure the safeguard of the health
and well being of children. It was designed for the means of three things: to provide
nutritious and reasonably priced lunches to school children, contributes to a better
understanding of good nutrition, and teaches good food habits. The school food service
has become a basic part of the nation's schools. The national government needs to realize
the importance of school meals and what they contribute to children.
Bibliography
Works Cited
Bricklin, Mark. "Fixing the School Lunch Crisis." Prevention (April 1994): 47-48.
Brus, Brian. "Free Lunches Offer Chance for Problems." The Daily Oklahoma July 5, 1995:
1.
Cornell University. "New School Lunches." Healthwise 
September 14, 1996.
Florida Center for Technology in Physical Activity. "School Nutrition Coalition."
Internet.
"Healthier School Lunches." Parents Magazine. August 1994: 24.
Hunter, Beatrice Trum. "Upgrading School Lunches. "Consumers" Research" October 1996.
"Is School Nutrition Out to Lunch?" Education Digest. November 1993: 54-56.
Kowalski, Robert E. Cholesterol and Children. New York 1988: 27-32
Krizmanic, Judy. Going Vegetarian. New York 1994: 13-42.
Meek, Barbara. Personal Interview. 4 March 1997
"Menu Planning Guide for School food Service", Program Aid No. 1260: 4-16
McCarty, Colman. "The School Lunch Program." Surviving at School: 22; 44-46 
Pratt, Steve. "Ready or Not, Schools Have to Adapt to New Lunch Guidelines." Chicago
Tribune August 23, 1995: 3.
Sherman, Heidi. "Healthy School Lunches." Sassy November 1996: 18. 
"The struggle to Make School Lunches Nutritious." Education Digest October 1988: 55-58.
Thompson, Courtenay. "Cafeteria Cuisine." The Oregonian November 1995: BO2.
"Why is Everyone Griping About School Lunches?" Current Health 2 January 1995: 27-29. 
Williams, Debbie. Personal Interview. 1 March 1997.