Adapting the school feeding program to strengthen cognitive development

• In Event: Improving education outcomes and mitigating shocks through an integrated literacy and school feeding program

Proposal

The consumption of protein-rich foods is extremely limited in assessed rural and remote areas of Timor-Leste. A survey conducted in 2021 indicated that only nine percent of households consumed eggs, while eight percent consumed meat or fish, and 11 percent reported eating beans, nuts, and seeds (Consilient, 2021). Protein-rich foods are more expensive than carbohydrates and fat-rich items (Author, 2020). During the ongoing economic crisis, it is likely that the poorest families will further reduce their already limited consumption of protein-rich foods. Prior research indicated that among the negative coping strategies used by food insecure families – including reduced consumption of food and reduced dietary diversity –the low intake of protein-rich foods had the strongest negative impact on literacy and numeracy outcomes in a crisis setting (Miettunen, Peterson and Robert, 2020). The presentation will discuss how a school feeding project is adapting its implementation strategy to increase protein-rich foods in school meals and at household level through an integrated approach. For example, the Ministry of Health put out menu guidance and reinvigorated a training program for school cooks. Guidance showed the importance of allocating a larger share of the per meal budget to protein foods. Parents are encouraged to monitor the school feeding program and also learn from the same nutritional guidance provided to school cooks. Foods previously recommended to reduce or avoid are now banned from school meals such as sugary drinks. The presentation will also discuss the impact of increased access to protein-rich foods in school meals on student attendance and other education outcomes.

Author

• Mara Russell, CARE USA