Parent and stakeholder perspectives on a school-based food programme supporting diverse communities in the United Kingdom: a qualitative study
- 1NIHR Health Determinants Research Collaboration: Doncaster, City of Doncaster Council
- 2Children, Young People & Families Service, City of Doncaster Council
- 3Advanced Wellbeing Research Centre, Sheffield Hallam University
Abstract
Background Schools are key community assets to guide health-promoting behaviours and drive culturally inclusive practices and interventions. The Food for Thought programme was delivered in two primary schools in Doncaster, South Yorkshire, incorporating monthly cooking and gardening workshops to engage parents and children over six-months. The programme aimed to support cultural sharing and parental involvement through hands-on food-growing and cooking activities. Objective This research aimed to understand why community members attended the programme and to explore their perspectives on how their contributions influenced school food provision, education and the learning environment. Methods Three semi-structured focus groups were conducted with both parents and key stakeholders (n = 28) who had participated in and experienced the programme. Data were recorded, transcribed verbatim and analysed thematically using deductive and inductive processes. Results Six major themes were identified within two deductive coding categories. Under motivations for attendance and community contribution, participants described the opportunity for social connection alongside personal drivers rooted in their interest in food, cooking and cultural exchange. The programme’s peer-led and inclusive approach facilitated collective learning and community participation, which influenced skills, cultural sharing and future opportunities. Under food Provision, education, and the learning environment the programme positioned the school as a community hub for food and cultural exchange. This environment supported the participants’ recognition of the food learning journey described as moving ‘from seed to plate’. Conclusion Overall, this study highlights the potential of a culturally inclusive multicomponent school-based community food programme to support diverse communities by providing a valuable learning experience through growing and cooking.
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BibTeX
@article{furness2026parent,
title = {{Parent and stakeholder perspectives on a school-based food programme supporting diverse communities in the United Kingdom: a qualitative study}},
author = {Amy Furness and Sean Fearn and Richard Gettings and Evie Stevenson and Olivia Barrie and Geoff Middleton},
journal = {Discover Public Health},
year = {2026},
month = oct,
doi = {10.1186/s12982-026-03091-7},
url = {https://doi.org/10.1186/s12982-026-03091-7},
note = {CC BY},
}
RIS
TY - JOUR
TI - Parent and stakeholder perspectives on a school-based food programme supporting diverse communities in the United Kingdom: a qualitative study
AU - Amy Furness
AU - Sean Fearn
AU - Richard Gettings
AU - Evie Stevenson
AU - Olivia Barrie
AU - Geoff Middleton
PY - 2026
DA - 2026/10/25
JO - Discover Public Health
DO - 10.1186/s12982-026-03091-7
UR - https://doi.org/10.1186/s12982-026-03091-7
AB - Background Schools are key community assets to guide health-promoting behaviours and drive culturally inclusive practices and interventions. The Food for Thought programme was delivered in two primary schools in Doncaster, South Yorkshire, incorporating monthly cooking and gardening workshops to engage parents and children over six-months. The programme aimed to support cultural sharing and parental involvement through hands-on food-growing and cooking activities. Objective This research aimed to understand why community members attended the programme and to explore their perspectives on how their contributions influenced school food provision, education and the learning environment. Methods Three semi-structured focus groups were conducted with both parents and key stakeholders (n = 28) who had participated in and experienced the programme. Data were recorded, transcribed verbatim and analysed thematically using deductive and inductive processes. Results Six major themes were identified within two deductive coding categories. Under motivations for attendance and community contribution, participants described the opportunity for social connection alongside personal drivers rooted in their interest in food, cooking and cultural exchange. The programme’s peer-led and inclusive approach facilitated collective learning and community participation, which influenced skills, cultural sharing and future opportunities. Under food Provision, education, and the learning environment the programme positioned the school as a community hub for food and cultural exchange. This environment supported the participants’ recognition of the food learning journey described as moving ‘from seed to plate’. Conclusion Overall, this study highlights the potential of a culturally inclusive multicomponent school-based community food programme to support diverse communities by providing a valuable learning experience through growing and cooking.
SN - 3005-0774
ER -