Should Changes Be Made to the Regulations for Foods that are Served in Public Schools?
Foods play essential role in children’s growth and development. It not only impacts on their physical and psychological growth and development, but also on their health and wellbeing (Crawford et al, 2011). Considering that children in public schools consume food served there during school days, it is important that they are served the right and proper food (Wilder Research, 2014). Changes should be made to the regulations for foods served in public schools to ensure that they contribute positively to students’ growth and development, as well as their overall health and wellbeing.
The topic on food served in public schools has been chosen because of the important role schools play in children’s physical and mental development (Bevans et al, 2012). Also, it has been chosen because of its role in influencing their health wellbeing which has an impact on learning outcomes (Laura, 2010). The targeted audience for this research is government officials involved in education policy-making. Their major characteristics include: holding official public office critical in implementing education policies; having a responsibility of making decisions that result in improved physical and academic wellbeing of learners; and being in a position to change attitudes and perceptions about the issue at hand (Story et al, 2009).
The scope of this paper will be limited to why changes should be made to the regulations for foods that are served in public schools. Its major sections will include: introduction and background; statement of the problem; study purpose; significance of the study; literature review; conceptual and theoretical framework; research methods; ethics; and references. The main research questions to be answered include: why changes be made to the regulations for foods that are served in public schools? What will be the impacts of these changes to learning outcomes? The research methods for this research will be mixture of qualitative methods (structured interview) and quantitative method (questionnaires) to offset the weaknesses of either method (Kumar, 2012).