Teachers' Perceptions of Influence of Daily School Feeding Programs on Student Participation and Dropout Rates
DOI:
https://doi.org/10.58197/prbl/HIHA7266Keywords:
Dropout rates, Public day secondary schools, School feeding programs, Student participation, Teachers' perceptionsAbstract
This qualitative study explored teachers' perceptions of how daily school feeding programs influence student participation and dropout rates in selected public day secondary schools. Using semi-structured interviews with twenty purposively selected teachers, the research highlighted the positive effects of school feeding programs on various aspects of student engagement. Teachers reported that these programs improved student attendance and punctuality, enhanced participation in classroom activities, and improved academic performance. Additionally, the guaranteed provision of meals alleviated stress and anxiety, enabling students to focus more on their education. Teachers also noted that school feeding programs raised a sense of community and belonging, further motivating students to engage actively in school. The study found consistent improvements in student attendance, concentration, and overall participation while also noting a reduction in dropout rates. These findings emphasize the crucial role of nutrition in supporting student engagement, particularly in public day secondary schools. Based on these insights, the study proposed several recommendations for policymakers, including enhancing support and resources for school feeding programs to ensure their sustainability and effectiveness and implementing continuous monitoring and evaluation to identify areas for improvement. Addressing these recommendations could strengthen the impact of school feeding initiatives, ultimately improving student participation and reducing dropout rates.
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The research data are available upon request from the corresponding author
