School feeding programs in developing countries: impacts on children's health and educational outcomes

• Published in: Nutrition reviews 2011-02, Vol.69 (2), p.83-98
• Main Authors: Jomaa, Lamis H, McDonnell, Elaine, Probart, Claudia
• Format: Article
• Language: English
• Subjects: Academic achievement; Biological and medical sciences; Child; Child Nutritional Physiological Phenomena - physiology; Child, Preschool; Children & youth; children's health; Cognition & reasoning; Cognition - physiology; cognitive functions; Developing Countries; Diet; Diet - standards; dietary intake; education; Educational Status; Effects; Feeding. Feeding behavior; Female; Food Services - standards; Fundamental and applied biological sciences. Psychology; growth; Growth and Development - physiology; Human physiology applied to population studies and life conditions. Human ecophysiology; Humans; LDCs; Male; Medical sciences; micronutrient status; Nutrition; Nutritional Status; Nutritional survey. Food supply and nutritional requirement; school feeding programs; school-aged children; Schools; Students - psychology; Vertebrates: anatomy and physiology, studies on body, several organs or systems
• ISSN: 0029-6643; 1753-4887
• DOI: 10.1111/j.1753-4887.2010.00369.x

School feeding programs (SFPs) are intended to alleviate short‐term hunger, improve nutrition and cognition of children, and transfer income to families. The present review explores the impact of SFPs on nutritional, health, and educational outcomes of school‐aged children in developing countries. Peer‐reviewed journal articles and reviews published in the past 20 years were identified and screened for inclusion. Analysis of the articles revealed relatively consistent positive effects of school feeding in its different modalities on energy intake, micronutrient status, school enrollment, and attendance of the children participating in SFPs compared to non‐participants. However, the positive impact of school feeding on growth, cognition, and academic achievement of school‐aged children receiving SFPs compared to non‐school‐fed children was less conclusive. This review identifies research gaps and challenges that need to be addressed in the design and implementation of SFPs and calls for theory‐based impact evaluations to strengthen the scientific evidence behind designing, funding, and implementing SFPs.