No account yet?
Many things can affect how much, whether or what a student eats at school. Some are obvious, while others are harder to see.
A student may eat less because of timing, distractions, noise, social dynamics, a busy transition, short eating periods, difficulty opening containers or packaging, or because the food is a different temperature or texture than they prefer.
Neurodivergent students may also have sensory preferences, routines or support needs that affect how eating feels at school. Access to food matters too. What students bring to school is shaped by many factors, including family resources, culture, traditions, time, taste preferences and what is available that day.
When children refuse food, it makes sense that adults may feel worried or concerned. We know that how students feel can affect how they eat, and how they eat can affect how they feel.
Does this sound familiar?
Adults may label these comments as “picky,” but what if we saw these responses as students learning to communicate their needs?
It takes time and practice to learn how much and what types of foods feel good in our bodies. For many students, the classroom eating environment may add new challenges and barriers to eating. This is where a cautious eating lens can help.
Many children go through phases when they eat only a few familiar foods, hesitate to try something new or eat differently from one day to the next. This is a typical part of learning about food.
One way to reframe “picky eating” is to think of it as cautious eating. This helps us approach students with curiosity and respect. Instead of seeing students as “picky” or difficult, cautious eating reminds us that children may be careful, unsure or still building comfort with food.
Cautious eating can take many forms:
Learning to eat means developing many new skills. By respecting cautious eating, we treat students as capable learners in charge of their own food journey.
Watch the video for a quick overview of cautious eating and how educators can support students at lunch and snack times.
When students eat very little or refuse food, it can be tempting to encourage or persuade in the moment. A supportive first step is to get curious about what might be making eating feel difficult and reduce pressure where possible.
You could:
🌟 Help students open and close packaging and food containers, if needed. This can include asking families to help with items that are difficult to open (e.g., slightly opening a granola bar before packing it, so a student can finish opening it themselves). It may also mean having tools like “snack scissors” on hand. The goal is to make sure students can access the foods they want to eat.
🌟 Let students eat foods in the order that is most appealing to them.
🌟 Let students decide whether or how much to eat.
🌟 Encourage students to speak respectfully about food in your classroom, including about foods packed in peers’ lunch boxes.
🌟 Explore different cultural foods through and classroom discussions to help foster appreciation for many foods.
🌟 Explain that hunger and fullness can feel different for different people. Adults often ask if students feel hungry or full in their stomach, but not everyone experiences body signals the same way. Hunger might show up as irritability, trouble focusing, a headache or something else.
Helping students understand that everyone is different can support them in noticing and responding to their own body signals.
Adults can support cautious eaters when they are clear on everyone’s role at lunch and snack times. Teachers and lunch supervisors can focus on creating a supportive eating environment, while students decide whether and how much to eat from what is packed. For a deeper look at how this works in schools, read Mealtime Roles at School.
A supportive classroom eating environment can help students feel more ready to eat. Here are a few ways to reduce barriers and create a more supportive lunch or snack routine:
|
Include students as active participants
|
Have students help prepare the space for lunch or snack time by tidying desks and tables.
|
|
Reduce wait times for eating
|
Let students wash their hands and get their lunches or snacks in small groups to minimize lineups.
|
|
Create a calmer eating environment
|
Try turning lights down and playing soft music. If possible, offer a quiet eating space for students who might need a social or noise break.
|
|
Respond to students’ needs
|
Observe students’ behaviours and reactions and offer support as needed. For example, if a student needs a bit of extra time or becomes overwhelmed in crowds, let them transition to lunch a few minutes before the rest of the class, if possible.
|
|
Consider playing before eating
|
Offer recess before lunch. Some schools have found that this helped students prepare to eat. Researchers noted improved student behaviour, reduced food waste, increased intake of vegetables and fruits, and smoother transitions back to classroom activities. Note that more research on this topic is needed.
|
After trying the suggestions above, you may find some students still eat very little at school. Remember that all children are at different places in their journey with food and eating. Through time, experience and supportive environments, you can help students build trust, comfort and confidence with eating at school.
