Good school meals. Guidelines for primary schools, secondary schools and youth recreation centres

Transcription

1 Good school meals Guidelines for primary schools, secondary schools and youth recreation centres

2 Contents Foreword...3 Introduction...4 Tasty school meals...7 Integrated school meals...9 Pleasant school meals Nutritious school meals Sustainable school meals...25 Reducing food waste Safe school meals...28 Good food at youth recreation centres Good food in school cafeterias...34 Documents which regulate school meals References The National Food Agency, Sweden Uppsala, April 2013, 2nd revised edition Photos: Jeanette Hägglund, cover, pages 2, 3, 5, 10,17, 21, 22, 28, 29 and 31 Dan Pettersson, pages 9 and 23 Karin Alfredsson, page 12 Mats Andersson, Fridaskolan, Mölnlycke page 34 Layout: Björn Lundquist, Malmö ISBN:

3 Foreword School lunches should be given every chance of being one of the highlights of the day. School meals give all students the opportunity to develop good eating habits and are a vital element in public health work. Students who eat school lunches are in better position to learn, and it is possible to use meals as an educational tool by integrating them in teaching activities. On 1 July 2011, a new Education Act came into force which stated that school meals should be nutritions as well as free of charge. In November 2011, the National Food Agency was commissioned by the Ministry of Education and Research to work in cooperation with the Swedish National Agency for Education to support work with nutritious school meals and meal design. One element of this work involved revising the guidelines Good school meals, which was published in These guidelines are intended to provide support for efforts to produce good school meals. By illustrating various quality areas, this document can also help with policy work and procurement of meal services. As with all procurement processes, this process should only specify demands which you intend to follow up and always follow up what is demanded. This revision of Good school meals has essentially involved providing a clearer description of the quality of meals from a holistic perspective and clarified how schools can assess and document nutritious school meals. The sections on allergies and hypersensitivity to foods and on sustainable school meals have also been expanded. The National Food Agency hopes that municipalities and individual schools will use these guidelines to support them in their important public health work, promoting good eating habits among school students. Giving students a basis for good eating habits is a way of investing in the future. Inger Andersson, Director General Uppsala, April

4 Introduction Meals are important Food and meals are central elements in our lives: something we can enjoy, a source of pleasure, a social activity and a bearer of culture. Our eating habits are also very important to health; for adults and children alike. The layout and content of meals has significance not only for health and eating habits, but also a prerequisite for well-being and learning. A good lunch at school ensures that students feel full, so promoting concentration, allowing them to learn and ensuring a good atmosphere at school. These were just some of the reasons as to why schools began serving lunch in Sweden more than a century ago. A nutritious lunch at school is particularly important for some students, and in this way school meals are a vital element in efforts to promote equality in terms of health. So in other words, good school meals mean better schools for everyone, and they are an important element in long-term public health work. Opportunities for schools The fact that food is crucial to the health, development and wellbeing of children is also apparent from the UN s Convention on the Rights of the Child, which states that children are entitled to receive adequate nutritious foods and clean drinking-water, and to have a knowledge of nutrition (article 24, 2c and e). Schools have unique opportunities to promote a healthy lifestyle in a positive, natural way, promoting good eating habits among students of all age, from preschool to secondary school. The basic responsibility does of course rest with the child s home and family. But the eating habits of most students are also influenced by other people as they eat many of their meals outside the home. Children pick up the habits and behaviours of adults. Good school meals in a pleasant environment give students every opportunity to eat a lunch at school every day and to adopt a positive attitude towards food and meals. Ideally schools share a vision of what makes a good meal. The quality model in the form of a puzzle can assist in setting up a vision. These guidelines from the National Food Agency aims to ensure that students receive good, nutritious school meals that they really enjoy. Of course, each municipality, school and staff team has to make its own decisions and plan work with school meals in detail on the basis of applicable legislation. Good meals are about so much more than just food, and they do not necessarily have to cost more than poor ones. Make the most of the fantastic resource provided by these meals! Children s eating habits The National Food Agency s survey of children s eating habits shows that most of them eat breakfast, lunch and dinner, and that they have a satisfactory intake of most vitamins and minerals. That said, children consume insufficient quantities of polyunsaturated fat, vitamin D and iron and too much saturated fat, sugar and salt. This is partly because they eat too little fish and oils, and too much in the way of sweets, ice cream, soft drinks and juice, snacks and pastries. Children also do not eat enough fruit and vegetables. Such eating habits increase the risk of obesity, but also of diabetes and cardiovascular disease later in life. Many students eat far too little for lunch at school. If all students are to eat a whole portion of lunch at school every day, the meals have to be good in many different ways. Meal quality and enjoyment of food Good school meals do not just involve the food on the plate. The perception of what makes good quality in terms of meals may differ from person to person. Ideally schools share a vision of what makes a good meal. The quality model in the form of a puzzle can assist in setting up a vision. This model is made up of six different fields, all of which are important if diners are to benefit from their food and enjoy it. Some fields in the model Nutritious and Safe are subject to requirements in legislation. Sustainable refers 4

5 The layout and content of meals has significance not only for health and eating habits, but also a prerequisite for well-being and learning. to meals which take into account our environment and climate. The Good and Pleasant fields are vital if diners are to enjoy the food and the meals they are eating. Integrated means that meals can act as a resource for educational activities and form an integral part of the school day. Find out more in each individual section. The quality fields can be used as a foundation for developing a local meal policy or an objective for school meals. 5

6 They are also intended to provide support when following up on the quality of school meals when meals are provided by the school itself or outsourced. Responsibility for ensuring that school meals are really good rests with the school as a whole. Systematic quality work The Education Act states that every school organiser must carry out systematic quality work in which activities are regularly planned, followed up and developed. School meals are a part of education, so they are also covered by this requirement. In practice, this involves having clear procedures for working with the following questions: What was it like? Where are we today? SkolmatSverige a tool for assessing the quality of school meals SkolmatSverige provides an online tool developed by the Karolinska Institute and Stockholm County Council on behalf of the Swedish Association of Local Authorities and Regions (SKL) and the Swedish National Institute for Public Health, and with assistance from the Swedish Board of Agriculture. This tool is based largely on the National Food Agency guidelines Good school meals and helps schools and municipalities to document and develop the quality of their school meals from a holistic perspective. It involves assessment of the nutritional value of the menu and may provide an alternative or a supplement to a nutritional calculation. When a school has used the tool, a results report is generated which provides a foundation for following up and improving the meals. Find out more at Level 3 Organisation Level 2 Service and pedagogy Environmental impact Level 1 Food choice and provision Nutritional adequacy Safe food The figure shows the various elements of the online tool SkolmatSverige. Staff questionnaire Student questionnaire What should we do? Where do we want to go? Work with these questions are continous, since the last question is also the starting point of a new one. Systematic quality work requires shared targets and ambitions, regular quality checks and discussions on development and improvement. Set up your own targets for school meals and check quality regularly, ideally once a term. You could always set up a group to discuss the current situation and come up with suggestions for development and improvement. Remember to involve your diners in this quality work. More information on how schools can deal with systematic quality work can be found on the Swedish National Agency for Education website at GOOD PRINCIPLES FOR SCHOOL MEALS: n The food is tasty and prepared with care. One or more cooked dishes are served daily, ideally including a vegetarian dish that everyone can enjoy. n Meals are a vital resource in educational work. Teachers and students are involved in food related issues and meal quality work. n Meals provide a pleasant experience in a secure environment, and they are scheduled so that all students can eat their lunch in peace and quiet. n Decisions have been made on how meals can assist in the environmental work and sustainable consumption. n The food served is nutritious and made from good quality ingredients. n Kitchen staff have good skills and clear procedures, and carry out self-inspections regularly to make sure that the food is safe, ensuring that there is no risk of diners falling ill. 6

7 Tasty school meals Tastier food with the right skills It is obvious if a meal has been cooked with dedication and is carefully seasoned. Cooking tasty, nutritious food which students enjoy requires both knowledge and skills. Staff in school kitchens should have some kind of restaurant or catering training at upper secondary level as a minimum. Chefs and lunchtime assistants should regularly be offered further training. Exchange schemes with other school restaurants are another way of coming up with new ideas, providing staff with the opportunity to develop. Chefs should have an important part to play in planning menus and devising recipes, even if nutritional assessment is someone else s job. Places of work that provide opportunities for professional development have more chance of attracting and retaining talented, committed staff who are proud of what they do. The food should be of good quality no matter how the Cooking tasty, nutritious food which students enjoy requires both knowledge and skills. meals are made; from raw ingredients or semi-prepared or fully prepared. A knowledge of cookery techniques and the best methods for the preparation of various dishes is necessary to ensure that the food is as tasty as possible. What people in the kitchen know about ingredients from farm to table can inspire both students and adults in school restaurants. Special meals must also be tasty and cooked with care. Listen attentively to students who need special meals, and find out about their views. It may give you some good ideas for improvements and recipes. Being seen as different from everyone else can be problematic, and this is why many students suffering from allergies or hypersensitivity may find it difficult to point out their own personal needs when they are part of a larger group of students. Pleasant, enjoyable meals affect the atmosphere in school restaurants for both students and adults. 7

8 Inspiring and challenging students Good school meals are meals which students enjoy and yet that also challenge their preferences and their tastebuds to an extent. School meals are a good way of giving the consumers of tomorrow a knowledge of food and meals, and can encourage their interest and curiosity. Children like the things they recognise, and they eat the things they like. Their preferences may vary while they are growing up, and most children are naturally sceptical about new dishes, foods and flavours. However, our childhood is also the time when we have plenty of opportunity to extend and develop our preferences in terms of flavours. Trying new foods without compulsion, and in a way which inspires inquisitiveness, is important. If, for example, students see chickpeas being served day after Children like the things they recognize, and they eat the things they like. day at a salad bar, and adults and peers keep taking them, they might eventually decide to try them for themselves. Adults have a vital part to play as good role models. Ideally, the school should offer a range of alternative dishes every day. This can entice more students to eat school meals and encourage them to eat sufficient of the food served. Tempting the senses Serving food beautifully and making it smell irresistible are important ways of giving students an appetite and arousing their interest. Fresh spices to top off the food are just one example of an element which contributes to the overall experience. Freshly baked bread smells wonderful, and it can often be smelt outside school restaurants. You can add spice to your menu with inspiration from a wide variety of culinary cultures. Having lots of different colours and shapes to choose from encourages to take more. Offer a varied salad buffet with at least five different kinds of vegetable or mixtures of vegetables. One handy trick for encouraging students to eat their greens is to position the salad buffet so that students take vegetables before their hot meals. There are a number of examples nowadays of schools building open kitchens, where the food is served directly from the kitchen across a counter. This makes it easier to keep the serving area clean and tidy, and allows diners to meet the people who actually prepare the food. PREREQUISITES FOR TASTY SCHOOL MEALS: n The school restaurant have committed, well trained staff who are good at preparing tasty food. n The school restaurant chooses food stuff of good quality. n The school restaurant offers one or more alternative dishes every day. n The ideas and opinions of diners are taken into account. n Students curiosity is aroused by allowing them to try out new flavours and dishes without compulsion. n Student s senses are tempted with delicious scents, a varity of colours and a nice serving arrangement. Adults have a vital part to play as good role models. 8

9 Integrated school meals A prerequisite for learning No matter what resources schools invest in talented teachers and excellent teaching aids, learning things is hard for a hungry student. A good lunch at school ensures that students are full, so giving them more chance of staying focused. This may also help them remain calm in and between lessons. Students and adults enjoying good meals together promotes wellbeing and give them time for social interaction. An opportunity to learn School meals are part of the education. They can be used as an educational tool as well as giving students energy and nourishing them. Schools are meant to give students a knowledge of a sustainable lifestyle, and school meals assist with that as well. Educational meals But no matter what you talk about, spending some pleasant time chatting at the dining table and perhaps even spending a little longer there than is strictly timetabled is maybe one of the most important elements of any educational meal. are intended to give adults and children the opportunity to spend time together. They help to give children a positive perception of meals and a natural attitude towards food. Children need adults as role models to provide them with support. Sitting at the same table, eating the same food, is important. Teachers can encourage students to investigate flavours, smells, colours and consistencies, new foods or different culinary cultures. Discussions at the table might also look at where our food comes from and what happens to it inside our bodies, why we need different kinds of food, the environmental impact of food and proportions of food on the plate. But no matter what you talk about, spending some pleasant time chatting at the dining table and perhaps even spending a little longer there than is strictly timetabled is maybe one 9

10 Students and adults enjoying good meals together promotes well- being and give them time for social interaction. of the most important elements of any educational meal. Meals can be used for educational purposes in a wide variety of ways. For instance, the menu might tie in with the curriculum for geography lessons, for example. Many school students are rooted in different cultures. Culinary traditions change slowly, particularly traditions which involve celebratory dishes. But there are cultural differences in eating habits even at an everyday level. Meals are the perfect tool for finding out all about other cultures and new flavours. 10

11 Another way of integrating school meals with educational activities is to invite the school chef into the classroom to talk to the students about food and ingredients. Students can measure their own consumption or the amounts of food they waste, do practical work in the school kitchen or visit a food producer with the staff who work in the school restaurants. A display plate showing the dish of the day can also be used, allowing students to see how the meal has been planned. Schools can also present the nutritional content of the food, or maybe its environmental impact, thereby allowing students to apply in practice the theoretical knowledge they have amassed in class. There are also advantages if school restaurants and teachers working together in home economics classes, as the mealstaff and teacher can complement one another. The interaction between students and staff in school restaurants influence the meal experience. It is important that the staff are welcoming, and treat their diners in a respectful way. Meeting the mealstaff and getting to know them will give students an insight into the job and allow them to get to know a professional within the food business. No matter what resources schools invest in talented teachers and excellent teaching aids, learning things is hard for a hungry student. School meals are produced within specific frameworks. The budget, ingredients purchased, environmental impact and legal requirements for nutritious school meals all have to be taken into account when planning menus. It is important for students to understand these criteria when they help to make decisions on menus and the dishes served. Not everyone can have their favourite food every day, and it is important for them to understand why. Many schools have food councils, student councils, parent councils or other teams of people who can contribute to the work with good school meals. Specific views on the dining environment, serving times, noise levels, salad buffets, number of dishes available, the selection of dishes at the cafeteria, etc. are often expressed at the meetings of these councils. Most people are interested in food. As a basis for improvements the food council may carry out student surveys. Schools can also assess the quality of meals as a basis for discussions. SkolmatSverige is an example of an online tool which can be used to review the quality of meals in a number of fields, such as nutrition, organisation and environmental impact. Scheduled lunchtimes Some schools have switched to scheduled lunchtimes in order to reduce stress and the risk of students not eating enough. With these arrangements, teachers accompany their classes to the restaurant and have lunch. When everyone has finished eating, they all head back to the classroom and continue with their lessons. Breaks for playtime and spending time outdoors are timetabled to take place before the meal or at some other point during the day. Scheduled lunches allow students to eat without stress and can help to reduce food waste. Involvement results in dedication Allowing students to get involved in meal-related matters as part of a school meals council, or bringing up issues in meetings of class or student councils allows students to air their views on school meals. When students are involved, schools also have the opportunity to work with students knowledge and values in respect of food and meals. Greater involvement can lead to students taking more responsibility. As a result, school meals can be an important element of schools democracy work. Many young people have definite views on what they want to eat, and why. Passing on information in an educational way on the importance of food for our health and its impact on the environment, while at the same time respecting students own standpoints, requires both knowledge and understanding. PREREQUISITES FOR INTEGRATED SCHOOL MEALS n There is a consensus at school regarding educational meals and the role of adults during meal time. n Students have influence over the meals. n The school restaurant is a secure place where students can meet up and provide opportunities for interaction and discussion between adults and students. n School meals are used as an educational tool in teaching and help to grow students curiosity about foods. n The skills of the mealstaff is utilised by asking them to take part in lessons on food, health and the environment, for example. 11

12 Pleasant school meals Besides what it actually on the plate, good school meals are all about students interactions with staff, other students in the restaurant and the design of the room, the temperature, smells and sounds. The atmosphere created by the meal as a whole determines whether it is worth sitting down to lunch at the school and enjoying it for a while. The school meal is also a vital part of the work environment. Encounters in school restaurants The behaviour of both students and adults in school restaurants affects the atmosphere and the sense of wellbeing. Just as in ordinary restaurants, it is very important for people to really feel welcome. The school restaurant should be designed so that both students and adults find it pleasant to eat there. 12

13 Having rules on how to behave in the school restaurant is a good idea, and it is important to make sure that these rules are followed. The eating environment is calmer if adults eat with the students. Shy, lonely students may feel more secure, and unruly students often calm down. Having adults participate in mealtimes is valuable for older students as well. One element of communication with students involves allowing students to view The school meal is also a vital part of the work environment. the menu on the school website or elsewhere. Finding a Lunch of the Day sign in the school restaurant is also a pleasant, welcoming factor. Dishes can also be displayed at the serving counter, with signs showing the name of the dish and, ideally, the ingredients used for it as well. Timetabling The timetable should be set so that all students have set, regular lunchtimes at some point between 11:00 and 13:00. All students must have the opportunity to sit at the table for about 20 minutes so that they have enough time to eat, but also time to chat with their friends. Add to that the time it takes for them to get their meals and return their plates afterwards. Layout of the premises Clean, fresh, pleasantly decorated rooms can influence appetite and well-being. Plants, screens and decent lighting can all be used to screen off the school restaurant and make it feel a bit more homely. The amount of noise in the room also affects the whole eating experience. A wide range of soundproofing fabrics or other sound attenuating materials are available nowadays which can be placed on ceilings, walls, floors, under or on tables, under chair PREREQUISITES FOR PLEASANT SCHOOL MEALS: n Diners and staff in school restaurants treat one another with respect. n Students are welcomed into the school restaurant with information on that day s lunch. n Lunch at school is timetabled so that: every student eats at the same time every day lunch is served between 11:00 and 13:00 all students have about 20 minutes. n The school restaurant is designed in a manner that appeals to students. n Queuing times are kept as short as possible. n Noise levels in the school restaurant is kept as low as possible. n The school restaurant have well thought-out logistics so that diners who are sitting and eating are not disturbed by people queuing or passing by. legs and elsewhere. The noise of clattering plates can be avoided by positioning the plate return area off to one side. All students can stay as long as they need to if there are enough seats. Use adjacent premises if necessary. Physical and social shortcomings make it harder for students to pick up good eating habits. Stress and noise in school restaurants, a sense of exclusion, fights and bullying can all result in students not wanting to eat at school. This is a work environment problem, and student safety representatives and adults at the school should deal with the situation. In Years 7 to 9 and at upper secondary level, student safety representatives are appointed to represent students in work environment initiatives at the school. Representatives have to monitor students work environment, report on any shortcomings and pass on any views and requests to the school s work environment officer. All students must have the opportunity to sit at the table for about 20 minutes so that they have enough time to eat, but also time to chat with their friends. 13

14 Nutritious school meals Nutritional recommendations Nordic nutritional recommendations (NNR 2012) gives Dietary Reference Values (DRVs) for nutrient and energy intakes for both sexes and various age groups. These recommendations are also the official national nutritional recommendations in Sweden. They have been devised so as to promote good health and reduce the risk of dietrelated illness. NNR 2012 is basad on systematic reviews of scientific literature, involving a large group of scientific experts. The recommendations have been revised every 8 th year. There are no major differences between nutritious food for children and nutritious food for adults, but the nutritional content of food is particularly important for young people who are growing and developing. Ideally, our daily food intake should be split over three main meals breakfast, lunch and dinner with a few snacks between meals. Breakfast should provide per cent of the day s energy intake, lunch per cent and dinner per cent. The rest can come from one to three snacks. Energy and nutritional content of lunch Ordinary, varied food often provides a good mix of nutrients in the right quantities. However, it is harder to get the right amounts of some nutrients in a meal. Saturated and unsaturated fats, fibre, vitamin D and iron are just a few examples. There are no major differences between nutritious food for children and nutritious food for adults, but the nutritional content of food is particularly important for young people who are growing and developing. The composition and nutritional content of meals varies from meal to meal and from day to day. It is appropriate for an average school lunch to provide around 30 per cent of students reference value for energy intake and DRVs of vitamins and minerals. The average should include all lunches at schools over at least four consecutive weeks. Some nutrients are particularly important to school-age children and should therefore be included in the assessment of the nutritional content of school meals. Reference values corresponding to approximately 30 per cent of the DRVs for these nutrients are shown in Table 1. These reference values are produced at group level, and the actual energy requirement differs from individual to individual. The reference values may need to be adapted if many of the students at the school are particularly active or particularly inactive. Based on the energy content in a portion of lunch for 10 to 12-year olds, the portion size for other age groups is calculated using conversion factors of 0.8 for 6 to 9-year-olds, 1.1 for 13 to 15-year-olds and 1.2 for 16 to 18-year-olds. Nutritional aspects of particular significance Carbohydrate quality Carbohydrates in food should be of good quality; or, in other words, come from foods which provide energy but other important nutrients as well. Whole meal bread, root vegetables, vegetables and fruit are good sources of carbohydrates as they provide fibre, antioxidants, vitamins and minerals as well as energy. Wholegrain is found in grain products and can be both wholegrains and grains that have been crushed or milled to make wholegrain flour. The important thing is to make sure that the grain is included; endosperm, germ and bran. Research has shown that people who eat a lot of wholegrain run less risk of cardiovascular disease, diabetes, obesity, and possibly also cancer. Foods which are rich in sugar, such as soft drinks and sweets, give you a lot of energy but few nutrients. Particularly sweet drinks (soft drinks, juice, energy drinks, drinks served with meals) may contribute to the development of obesity. Sugar and grazing on snacks also increase the risk of tooth decay. Many children in Sweden eat too much sugar and not enough fibre and wholegrain. This 14

15 Table 1. Age-specific reference values for energy and nutritional content in the average school lunch, equivalent to 30 per cent of the recommended daily intake (RI) in accordance with Nordic nutritional recommendations Age (years) Energy per portion (MJ) 30 % (25 35 %) Energy per portion (kcal) 30 % (25 35 %) 2.1 ( ) 2.7 ( ) 3.1 ( ) 3.3 ( ) 500 ( ) 645 ( ) 735 ( ) 790 ( ) Fat (25 40 E%) (g) Saturated fat (10 E%) (g) Max Polyunsaturated fat (5 10 E%) (g) Carbohydrates (45 60 E%) (g) Protein (10 20 E%) (g) Fibre (g) Vitamin D (µg) Vitamin C (mg) Folate (µg) Iron (mg) Salt (g) Max. 1.2* 1.8* 1.8* 1.8* * Should be used as a long-term target as this may be difficult to achieve in practice at present. 1.8 g of salt is equivalent to 0.7 g of sodium. is why it is a good thing if schools can give students the opportunity to learn to enjoy wholegrain products. Schools should not provide confectionery of any kind, but should instead make it easy for students to make healthy choices. That said, however, a well planned menu may include ketchup or preserves as side dishes with meals such as meatballs and black pudding. Foods sweetened using sweeteners provide no sugar based energy, but they frequently fail to provide nutrients either. It is unnecessary for children to get used to sweet flavours, whether they are derived from sweeteners or from sugar. Fat quality Fat is needed to help our bodies absorb certain vitamins and for our food to give us sufficient energy. It can also highlight many flavours and affect the texture of our food. Fats are normally divided into saturated fat and unsaturated fat. Unsaturated fats include monounsaturated fat and polyunsaturated fat. Polyunsaturated fats are essential, which means that we have to get them from food as our bodies are unable to manufacture them. Research has shown that switching to more polyunsaturated fat and less saturated fat in our food reduces the riskfactors of cardiovascular disease. Swedish children do not eat enough polyunsaturated fat and eat more saturated fat than recommended. This is why it is important for school lunches to be of good fat quality. Good fat quality means more unsaturated fat (particularly polyunsaturated fat) and less saturated fat. Common sources of polyunsaturated fat are oily fish (such as salmon, mackerel and herring), oils and liquid and spreadable fats based on rapeseed, maize or sunflower oil, for example. Sausage, minced meat products, cheese, butter and other fatty dairy products. are common sources of saturated fat. To increase our intake of polyunsaturated fat, it is a good idea to serve oily fish frequently and to use fats containing a large proportion of oil in our food and on our bread. You can also make your own dips with oil to have with bread. Why not try making a chickpea dip? Salad buffets also provide good opportunities for encouraging people to eat more unsaturated fat in the form of oil in dressings and pickles, for example. Oil or good quality liquid fats are recommended for cooking, especially those which meet the criteria for the Keyhole symbol. Skimmed milk, skimmed sour milk and low-fat yogurt are recommended as a way of reducing our intake of saturated fat, instead of fattier dairy products. When cooking, some of the cream can be replaced with milk. If fattier milk is served and/ or more saturated fat is used in cooking and as a spead, this can be compensated in a varity of ways. For instance, one sausage dish per month can be swapped for oily fish and more sauces based on vegetables and oil, such as tomato sauce, can be served instead of sauces and dishes made with cream and cheese. 15

16 STUDENTS FROM THE AGE OF 10 AND ADULTS are recommended to consume at least 500 grams of fruit and vegetables per day (5 to 10-year-olds: 400 grams). Most people eat less than this. To increase the intake of fruit and vegetables at lunch, a varied and inviting salad buffet can be placed first in the serving line, and fruit, vegetables and pulses can be included in the cooked food as well. Teachers may also have an important part to play in making students more interested in fruit and vegetables. Folate Folate (or folic acid) is needed for cell metabolism and the formation of red blood cells. A shortage of folate leads to anaemia. Dark green leafy vegetables and various kinds of cabbage, beans, chickpeas, lentils, fruits and berries are the best sources of folate. Wholegrain products, sour milk and yoghurt also contain a relatively large amount of folate. Folate is susceptible to heat and does not tolerate warming particularly well. There is a risk that children and adults who eat too few vegetables will not get enough folate. If school lunches include at least 100 grams of vegetables and wholegrain products and milk products as well, this will generally supply sufficient amounts of folate. Vitamin D Vitamin D has many important functions in the body, among them helping to strengthen the skeleton. Many children do not get enough vitamin D, and it can be difficult to make school lunches sufficiently rich in vitamin D. This is particularly true of menus which do not include fish. Oily fish such as herring, salmon and mackerel are very rich in vitamin D, but this vitamin can also be found in lean fish, poultry and eggs. Other very important sources are liquid and spreadable fats enriched with vitamin D and enriched milk. For a menu to provide sufficient vitamin D, it is important to choose enriched foods when cooking and as accompaniments to meals. Fat-free, skimmed and semiskimmed milk (fat content of up to 1.5 per cent) is always Many children do not get enough vitamin D, and it can be difficult to make school lunches sufficiently rich in vitamin D. enriched with vitamin D. All alternatives to milk (such as oatmilk or soya drink) should be enriched with calcium, riboflavin (vitamin B 2 ) and vitamin D. Calcium Calcium is needed to build a strong skeleton and teeth. Nearly all Swedish children get enough calcium. For children aged over six, half a litre of milk, sour milk and yoghurt per day is enough to meet their need for calcium. Milk, cheese and other dairy products in their food are also included. One or two slices of cheese gives about as much calcium as one decilitre of milk. Leafy greens such as broccoli and spinach are also rich in calcium. The leaner hard cheese is, the higher its calcium content. All alternatives to milk (such as oat or soya drink) should be enriched with calcium, riboflavin (vitamin B 2 ) and vitamin D. Iron One of the functions of iron is to make sure that the red blood cells can transport oxygen around the body to the brain and muscles. In studies, iron deficiency has shown links with poorer performance at school. Good sources of iron are offal such as liver and black pudding, meat (especially beef and lamb), eggs, beans, wholemeal bread, wholemeal rice, millet, fortified cereals and most dark green leafy vegetables (such as broccoli, kale and spinach). There is also a kind of traditional crispbread paltbröd with a good iron content since it has blood as an ingredient. 16

17 In any vegetarian diet, it is important to have iron-rich sources of protein such as beans, peas and lentils. Milk and cheese are rich in protein and nutrients but contain very little iron. Phytic acid is a mineral binding compound found in most iron-rich vegetables which inhibits the absorption of iron. Phytic acid can be broken down by long-term proving of bread, e.g. sourdough, or by soaking and germination of legumes and pulses. Vitamin C from fresh fruit and vegetables, for example, increases the body s absorption of iron from vegetable sources. Traditional vegetarian diets also include lacto-fermented vegetables, which may improve iron absorption. Salt Children and adults consume more salt than is good for them. This is why it is a good idea to get children used to having less salt in their diet right from their earliest years. The national target for salt intake among adults is six grams of salt per day. This is equivalent to around one teaspoonful of salt per day, or around two grams of salt in a lunch. Most of the sale in our diets comes from processed meats, bread, cheese and ready meals. The best thing to do is choose foods with a lower salt content. The criteria Fresh herbs, garlic, ginger, chilli, lemon and lime are examples of flavour enhancers which can be used to partially replace salt. for labelling with the Keyhole symbol include a limited salt content. It is also important only to add moderate amounts of salt when cooking, and the salt used should be enriched with iodine. Soy sauces, mixed spices and broths contain a lot of salt. Use low-salt broths. Fresh herbs, garlic, ginger, chilli, lemon and lime are examples of flavour enhancers which can be used to partially replace salt. To reduce students salt intake, it is a good idea not to have salt and spice blends containing salt available in the school restaurant. Menu planning The lunchtime selection of dishes should include the following every day: l one or more cooked dishes, ideally including a vegetarian dish that everyone can enjoy l a salad buffet containing at least five different varieties l bread and spreadable fat l milk and water To be able to offer meals which are both nutritious and tasty and which students like, menus should be planned in close cooperation with the staff who are to prepare the food, and also with the assistance of the people who serve or eat with the children every day. Different meals provide different types of nutrients. Previous guidelines used to include serving frequencies for all kinds of dishes, but in order to encourage more vegetarian dishes and people s own choice of meat varieties, Table 2 shows only the serving frequencies for the dishes with the most nutritional importance: fish, sausage and black pudding/liver. Good food choices These suggestions for food choices have been produced to assist with the planning and preparation of nutritious school meals and are shown in Table 2. Children s nutritional habits and preferences have been taken into account to make it easier to cook meals that are accepted and appreciated. It is possible to comply with nutritional recommendations in other ways as well, and all schools are free to use these guidelines to whatever extent they prefer. The food choices are linked with one another as different foods can be sources of the same nutrients. Find out more in the section entitled Nutritional aspects of particular significance. 17

18 Table 2. Suggestions for good choices of foods when planning nutritious school menus. Food group Recommendation Vegetables, root vegetables and fruit l At least 100 g of vegetables, legumes and fruit per lunch (in the food and as an accompaniment) l Serve cooked, raw and pickled vegetables. l The salad buffet should have at least five different varieties of vegetables, legumes, vegetable combinations or fruit l Most of the vegetables should be coarse vegetables, such as root vegetables, cabbage, onions, cauliflower and /or broccoli l It is a good idea to choose coarse vegetables from an environmental perspective Legumes (lentils, beans, peas, soya products, tofu) l Serve daily with the salad buffet, ideally marinated l Should be included in most of the vegetarian dishes l From an environmental perspective, it is good to replace some of the meat with legumes in dishes such as Bolognese sauce and burgers Potatoes, pasta, rice, bread and other cereals l Most of the bread should meet the Keyhole symbol criteria, and ideally offer several different kinds l Alternate with whole meal variants of for example pasta and rice l From an environmental perspective, it is good to serve potatoes, pasta and other cereals (such as wheatberry, oats, bulgur and quinoa) more often than rice Fish l Fish dishes at least once per week l Oily fish (e.g. salmon, mackerel and herring) at least twice every four weeks l Herring from the Baltic Sea, including the Gulf of Bothnia, should not be served at schools* l Serve oily fish as an accompaniment, e.g. pickled herring, smoked or canned mackerel, sardines, smoked herring pâté l From an environmental perspective, it is good to vary fish varieties and choose fish that is compliant with the criteria for MSC or the KRAV ecolabel Meat and minced beef, pork, chicken l Choose minced meat with a low fat content, around % fat l If semi-prepared or fully prepared products are used, choose by preference alternatives which meet Keyhole symbol criteria (low fat, salt and sugar content) l From an environmental perspective, it is good to limit the meat consumption and increase the quantity of vegetables, and also to choose meat which has as little impact as possible on the environment Black pudding or beef liver/chicken liver l Serve once a month l Chickpea or lentil patties, or another meat dish, are iron-rich alternatives * Some fish contain large amounts of dioxins and PCBs, such as herring from the Baltic Sea in the Gulf of Bothnia. Children and women of childbearing age should not consume such fish more than two to three times a year. Schools should not serve Baltic herring. Detailed advice on fish consumption can be found on the National Food Agency website. 18

19 Food group Recommendation Sausage and processed meats l Sausage with a fat content of more than 10 % no more than once every four weeks, or sausage with a fat content of up to 10 % no more than three times every four weeks l Ideally, choose products which are compliant with Keyhole symbol criteria (high meat content, low fat, salt and sugar content) Fat for cooking l Oil or liquid fat with good fat quality**, ideally products which meet Keyhole symbol criteria l Fats enriched with vitamin D Cream, crème fraiche, cream cheese and milk for cooking l Limited amounts of dairy products besides milk (particularly ones with a fat content in excess of 30 %) in cooking l Milk enriched with vitamin D (mandatory enrichment for milk with a fat content of up to 1.5 %) Salt, broth, soya, herb salt l Use as little salt and as few spices containing salt, such as broth, soya and herb salt, as possible l Use only iodised salt l Do not make salt and spice blends containing salt available in the school restaurant Cheese l Most of the cheese used (in the food and as an accompaniment) should meet the Keyhole symbol criteria (max. 17 % fat and 0.5 g sodium/100 g) Sandwich spreads l Spreadable fat with good fat quality**, ideally products which meet Keyhole symbol criteria l Fats enriched with vitamin D l Other spreads containing oil, such as chickpea dip, lentil pâté, pesto or mayonnaise l Pâté of oily fish such as salmon or mackerel Dressings for the salad buffet l Dressing based on oil with good fat quality** every day. Ideally also pesto and other dips containing oil l Dressings based on dairy products (crème fraiche, sour cream) should not contain more than 15% fat Drinks served with meals l Milk and water should be offered every day l Skimmed milk (0.5 % fat content) l Milk enriched with vitamin D (mandatory enrichment for milk with a fat content of up to 1.5 %) l No sweet drinks containing sugar or sweetener, e.g. drinks served with meals, nectar, juice, soft drinks ** A higher proportion of polyunsaturated fatty acids and a lower proportion of saturated fatty acids in total fat content. 19

20 The Keyhole symbol The Keyhole symbol is a practical aid when it comes to choosing food. The Keyhole is the symbol of the National Food Agency, making it easier to make healthy choices. Food bearing the Keyhole symbol is suitable for all healthy people who want to eat healthily, from the age of two upwards. The Keyhole represents: l less and/or healthier fat l less sugar l less salt l more dietary fibre and wholegrain Foods labbeled with the Keyhole symbol must meet one or more of the above criteria. The Keyhole is a voluntary label, and there may be foods which meet these criteria but which are not labelled with the Keyhole symbol. Find out more about the criteria in the regulation LIVSFS 2009:6, the Keyhole symbol. Nutritious cooking It is important for catering teams to follow the designated recipes when they offer menus for which the nutritional content has been calculated. You can often season food and make other small adjustments without affecting the nutritional content, but it is important to check additions and changes with the person who carried out the calculations. Details such as the choice of cooking fat and the amount of salt in a meal are of significance to the nutritional content of the meal, and in this instance the catering team should follow the recipe s instructions. It is important to maintain good lines of communication and cooperation between the person who plans the menu and the people who prepare the food. The nutritional content is affected not only by the ingredients used, but also by how they are prepared. Nutrients are lost for a variety of reasons. Minerals are not destroyed, but they may leach out into the water in which the food is being prepared. Vitamins are destroyed and leach out of the food, but to differing extents depending on the vitamin in question. The amount of vitamins and minerals that leach out is slightly higher when boiling a food which was previously deep-frozen as the cell The nutritional content is affected not only by the ingredients used, but also by how they are prepared. walls have already broken down to some extent. That said, the energy-giving nutrients fat, protein and carbohydrates are not destroyed during normal cooking. The content of water-soluble vitamins in particular is gradually reduced when the food is kept warm. Therefore, food should be kept warm for as short a time as possible. The appearance, flavour and smell of food are also affected by keeping it warm. To ensure that food contains sufficient nutrients and still smells, tastes and looks good, the National Food Agency recommends that potatoes should be kept warm for no more than one hour, and two hours for other foods. A minimum temperature of 60 C should be maintained when keeping food warm, for reasons of hygiene. The cooking techniques common in school kitchens, such as roasting and steaming, are often gentle and help to minimize nutrient losses. When baking bread, a long proving time and, in particular, sourdough baking are positive as these decrease the amount of phytines in the bread, which means that the body can absorb more of the iron in the bread. The Plate model The Plate model can be used to achieve a correct balance of nutrients in meals. It shows appropriate proportions between the various elements of the meal. The Plate model is divided into three sections, two larger, one slightly smaller. One of the larger sections is filled with vegetables and root vegetables, and the other is filled with potatoes, pasta, rice or other cereals. Meat, fish, egg or beans and lentils are placed in the smaller section. Set out a plate containing the lunch for that day as per the Plate model to show students how their meals are planned. All adults participating in the meal can help students to learn to take the correct proportions and make good choices in the school restaurant. Soup, porridge, sour milk and sandwiches A nutritious soup should include potatoes, rice, pasta or another carbohydrate-rich component plus a source of protein (or alternatively, a protein-rich spread for sandwiches such as a chickpea dip, cheese or meat). If a soup has a good energy and nutrient content, in practice it will be a thick, almost casserole-like soup. Extra slices of bread 20