FROM PLATE TO PROGRESS: A QUALITATIVE STUDY OF SUCCESS STORIES AND BEST PRACTICES IN SCHOOL-BASED FEEDING INITIATIVES

Abstract

This qualitative study explored the success stories, challenges, and recommended improvements in the implementation of the School-Based Feeding Program (SBFP) in Mlang Central District. As a key intervention of the Department of Education designed to reduce child malnutrition and enhance learner participation, the SBFP plays an important role in supporting foundational learning and improving learners’ health outcomes. Despite its significance, limited research has examined how school heads interpret and experience the implementation of the program within their local contexts. This study therefore sought to identify the most significant best practices, the operational challenges encountered, and the recommendations school administrators believe will strengthen and sustain the SBFP. Using qualitative phenomenology, the study gathered rich narratives from fifteen purposively selected school heads through in-depth interviews and focus group discussions. The analysis focused on identifying significant statements, clustering meanings, and deriving the essence of participants’ lived experiences regarding program implementation. Findings revealed several notable success stories, including marked improvements in learners’ nutritional status, better attendance, enhanced classroom engagement, and stronger collaboration among teachers, parents, barangay officials, and community stakeholders. Best practices such as organized planning, systematic monitoring, adherence to food safety standards, parent volunteerism, school-community partnerships, and the replication of effective feeding models across schools contributed to these positive outcomes. Despite these gains, participants identified persistent challenges. These included logistical barriers related to transportation and food delivery, inadequate kitchen and storage facilities, inconsistent participation of parents, increased workload for teachers, and budget constraints that affected meal quality and program coverage. Schools addressed some of these challenges through innovations such as school gardens, local procurement arrangements, and strengthened community support.
To further improve the SBFP, school administrators recommended increased government funding, improved feeding facilities, enhanced training for implementers, stronger monitoring mechanisms, and greater community and parental involvement. Future research is recommended to examine long-term learner outcomes, stakeholder engagement dynamics, and the effectiveness of centralized feeding systems.