Serving More Than Food: Teachers' Perceptions of School Meals From a Socio‐Ecological Perspective

ABSTRACT

This study examines Turkish teachers' perceptions of school meal provision, using a socio‐ecological perspective as a conceptual lens. Data were collected from 232 teachers, and exploratory factor analysis identified a six‐factor structure: school climate and student well‐being, food quality and hygiene, social equity and family support, stigma and selective implementation, physical and logistical conditions and educational contributions. Descriptive findings indicated generally positive perceptions of psychosocial and educational contributions, alongside more cautious evaluations of food quality, infrastructure and selective provision. Comparative analyses showed that perceptions varied across school contexts, particularly by boarding student status, whereas transported student status was associated specifically with the stigma and selective implementation dimension. Hierarchical regression analyses further indicated that transported and boarding student status added explanatory value beyond school levels. Overall, the findings provide perception‐based evidence that school meals in Türkiye are viewed as educationally and socially meaningful, while also drawing attention to concerns related to quality, logistics and implementation.