Contribution of Heads of Schools’ in Ensuring the Sustainable Implementation of the National Food Provision Services Guideline to Students in Public Secondary Schools in Arumeru District, Tanzania

1. Introduction

Adequate and sustainable food provision in schools is an important component of promoting learners’ health, well-being, participation, and effective engagement in education. School food services provide learners with access to meals that help address hunger and nutritional needs while supporting their ability to attend school, concentrate, participate, and learn effectively. Globally, school feeding has increasingly been recognized as an important education, nutrition, and social protection intervention. The World Food Programme reports that at least 466 million children worldwide receive school meals, demonstrating the growing importance of school-based food provision in supporting children’s well-being and human capital development (WFP, 2025). School feeding is also closely related to the achievement of the Sustainable Development Goals (SDGs), particularly SDG 2, which seeks to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture, and SDG 4, which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (United Nations, 2021). Thus, sustainable food provision in schools represents an important connection between learners’ nutritional well-being and their capacity to participate effectively in education.

Müller et al. (2023) emphasizes the importance of food sustainability education among students in Europe, highlighting how increasing awareness about sustainable food systems can foster environmentally responsible behaviors. The review discusses various pedagogical approaches, including experiential learning and interdisciplinary curricula, which effectively enhance students' understanding of food production's environmental impacts and the importance of sustainable consumption. Müller et al. (2023) argue that integrating food sustainability into educational programs is crucial for developing future citizens capable of making informed decisions that support ecological balance and social equity. This review underscores the need for policy-makers and educators to prioritize sustainability literacy in the context of food systems to address pressing environmental challenges.

According to Ajayi and Olaleye (2022), integrating food sustainability concepts into the curriculum can enhance students' understanding of sustainable agricultural practices, resource conservation, and the social implications of food systems. The review emphasizes that raising awareness through education fosters responsible consumption and encourages innovative solutions to local food security issues, ultimately contributing to Nigeria’s sustainable development goals. This approach is crucial in empowering the younger generation to participate actively in promoting sustainable food systems within their communities.

According to Ajayi and Olaleye (2022), integrating food sustainability concepts into the curriculum can enhance students' understanding of sustainable agricultural practices, resource conservation, and the social implications of food systems. The review emphasizes that raising awareness through education fosters responsible consumption and encourages innovative solutions to local food security issues, ultimately contributing to Nigeria’s sustainable development goals. This approach is crucial in empowering the younger generation to participate actively in promoting sustainable food systems within their communities.

Njoroge et al. (2023) highlights that sustainable food services in East African schools and universities are increasingly adopting eco-friendly sourcing, reducing food waste, and encouraging nutritional diversity to enhance student well-being while minimizing environmental impact. The research also stresses the role of policy frameworks and community engagement in fostering resilient food systems that support educational goals and sustainability objectives (Njoroge et al., 2023).

Mwakalinga et al., 2023) highlights that sustainable food provision systems in Tanzanian schools are characterized by the integration of local food sources, community involvement, and environmentally friendly practices, which collectively enhance the resilience and efficiency of food services (Mwakalinga et al., 2023). It also underscores the challenges posed by climate change, resource limitations, and logistical constraints, advocating for policy reforms that promote sustainable agricultural practices and school feeding programs aligned with local contexts (Kessy & Mbilinyi, 2022). The review concludes that fostering sustainable food provision requires a multi-stakeholder approach, combining government policy, community participation, and sustainable agricultural development to ensure consistent and nutritious food

The importance of school food provision extends beyond simply making food available to students. Sustainable food provision requires reliable mechanisms for planning, resource mobilization, procurement, preparation, distribution, monitoring, accountability, and stakeholder coordination. Evidence indicates that well-designed school meal programmes contribute to improved school participation, attendance, concentration, and learning while also supporting health and nutrition (UNESCO, 2023). In addition, school food programmes can provide social protection to vulnerable households and create linkages with local agricultural production and food systems. However, the benefits of school food provision depend substantially on the quality, regularity, adequacy, and sustainability of its implementation. Consequently, effective management and coordination are necessary to ensure that food services are continuously available and meet appropriate nutritional and safety standards.

The sustainability of school food provision is particularly important in developing countries, where schools experience financial constraints, irregular food supplies, inadequate infrastructure, limited stakeholder participation, and weak monitoring mechanisms. Although governments have increasingly adopted policies and guidelines to strengthen school feeding programmes, translating these frameworks into consistent school-level practices remains a challenge. The WFP (2022) observed that countries are increasingly strengthening policy and institutional frameworks for school feeding, while domestic financing has become a major source of support for such programmes. This suggests that sustainable school food provision requires not only national policy commitment but also effective implementation mechanisms at the local level. Accordingly, school leaders and other stakeholders need to coordinate resources, engage communities, monitor food provision, and respond to context-specific challenges to ensure continuity and quality of school food services.

In Tanzania, the provision of food services to students has been recognized as part of efforts to create supportive and conducive learning environments. The Government has established the National Guidelines for Provision of Food and Nutrition Services to Basic Education Students (2020) to guide the provision and management of food and nutrition services in educational institutions. The Education and Training Policy, 2023 Edition, identifies this guideline among the national frameworks developed to support safe environments and effective services in schools and colleges (Ministry of Education, Science and Technology (MoEST), 2023). Tanzania has also increasingly recognized the contribution of school food provision to students’ welfare and educational participation. In 2024, the Ministry of Education, Science and Technology emphasized that nutritious food at school contributes to students’ health and mental development and supports effective learning, while also noting that lack of food may contribute to hunger, irregular absenteeism, and, for some learners, discontinuation of schooling (URT, 2024). These developments demonstrate the importance attached to food provision as part of supporting students’ educational participation and well-being.

Despite the existence of national guidelines, their availability alone does not guarantee sustainable implementation at school level. Effective implementation requires school leaders to translate national requirements into practical arrangements that can operate within the financial, institutional, and community contexts of individual schools. Heads of Schools occupy an important position in this process because they coordinate school activities, mobilize resources, engage parents and communities supervise the implementation of education policies and guidelines, and monitor the delivery of school services. In relation to food provision, their strategies may include mobilizing financial and material resources, strengthening collaboration with parents and community members, coordinating food suppliers, establishing mechanisms for food storage and preparation, monitoring the quantity and quality of food provided, maintaining appropriate records, and ensuring compliance with relevant standards. Therefore, the effectiveness of national food provision guidelines may depend partly on the contribution employed by Heads of Schools to sustain their implementation.

The need for effective leadership is further demonstrated by the increasing emphasis on stakeholder participation and sustainable financing of school food programmes. In Tanzania, the School Meals Coalition database reports that approximately 6.9 million students received school meals in 2022, including about 1.3 million secondary school students, while Tanzania had a national school feeding policy in place (School Meals Coalition, 2026). The scale of school food provision indicates that ensuring continuity and quality requires coordinated action among schools, parents, communities, local government authorities, suppliers, and other stakeholders. At the same time, differences in financial capacity, community support, and availability of food supplies, leadership practices, and local conditions may affect how effectively schools sustain food provision services. Consequently, examining the contribution employed by school leaders is important for understanding how national guidelines are translated into practical and sustainable school-level arrangements.

The situation is particularly relevant to Arumeru District Council, where public secondary schools operate within different institutional, socioeconomic, and community contexts. Although national guidelines provide a framework for the provision and management of food and nutrition services, limited empirical evidence is available on how Heads of Schools in public secondary schools translate these requirements into sustainable food provision practices. Existing attention has largely focused on school feeding, nutrition, students’ welfare, attendance, and educational participation, while comparatively less attention has been given to the specific leadership strategies used by Heads of Schools to sustain the implementation of national food provision guidelines. This creates a contextual and empirical knowledge gap concerning how school leaders mobilize resources, engage stakeholders, monitor food services, and address challenges affecting the continuity of food provision at the school level.

Therefore, this study sought to examine Heads of Schools’ strategies for ensuring the sustainable implementation of the National Guidelines for Provision of Food and Nutrition Services to students in public secondary schools in Arumeru District, Tanzania. Specifically, the study generated evidence on the strategies used by Heads of Schools in resource mobilization stakeholder involvement, food service coordination, monitoring, supervision, and maintenance of sustainable food provision practices.

1.2 Statement of the Problem

The unsustainability of food provision services to students in Tanzania presents a significant challenge that affects academic performance, health, and overall well-being of learners. Despite the critical role of adequate nutrition in supporting educational outcomes, many schools in Tanzania face persistent issues related to the inconsistent supply, inadequate funding, and poor management of food services. This problem is exacerbated by various underlying causes, including unclear National Guideline, limited financial resources allocated to school feeding programs, logistical challenges in food distribution, and lack of stakeholder coordination. Such causes hinder the continuity and quality of food provision, ultimately impacting students’ ability to learn effectively and participate actively in school activities.

Primarily, there is a pressing need to ensure that all students have reliable access to nutritious meals, which is essential for cognitive development and physical health. Additionally, addressing this issue can contribute to reducing school dropout rates, especially among vulnerable children from low-income families who rely heavily on school meals for their daily sustenance. The social demand for equitable and sustainable food provision is also linked to broader goals of improving educational equity and promoting child welfare, which are central to Tanzania’s national development strategies.

Stakeholders affected by the unsustainable food services include students, parents, teachers, and government agencies. Students are the primary complainants, often experiencing hunger and malnutrition due to inconsistent food supplies. Parents and guardians express concern over the nutritional status and academic progress of their children, while educators observe the negative effects on student concentration and participation. Furthermore, policymakers and development partners have raised concerns about the inefficiency of current programs, emphasizing the need for sustainable models that can withstand economic and logistical challenges over time. These complaints highlight the urgency of developing resilient food provision systems that can serve the growing student population effectively.

Categorically, the problem can be defined as the failure to establish sustainable, efficient, and equitable food provision services within Tanzanian schools. This failure stems from inadequate funding, poor infrastructure, and lack of strategic planning, which collectively undermine the continuity and quality of school feeding programs. Additionally, the absence of stakeholder collaboration and community involvement further complicates efforts to sustain these services. This categorical issue not only hampers immediate nutritional needs but also jeopardizes long-term educational and developmental goals, calling for urgent policy interventions and innovative solutions tailored to local contexts.

According to recent literature, the challenge of food service sustainability in Tanzania is compounded by economic constraints and logistical inefficiencies. Mwalimu et al. (2022) highlight that limited government budget allocations and dependency on external donors create vulnerabilities in school feeding programs, leading to interruptions and inconsistent service delivery. Similarly, Juma and colleagues (2023) emphasize that logistical hurdles, such as poor transportation infrastructure and inadequate storage facilities, hinder the reliable distribution of food to schools, especially in rural areas. These studies highlight the necessity of adopting sustainable models that integrate community participation, improve infrastructure, and diversify funding sources to ensure the resilience of food provision services in Tanzanian schools. Therefore, this study examines the contribution of Heads of schools in ensuring sustainable implementation of the food provision service guideline to students in public secondary schools in Arumeru District Tanzania.

1.3. Research Question

This study was guided by the following research question;

How do Heads of schools ensure the sustainability of the National food provision Guideline to students in public secondary schools in Arumeru District Tanzania?

1.4. Significance of the Study

This study is significant to several educational stakeholders. Heads of Schools will benefit from evidence on effective strategies for mobilising resources, involving stakeholders, monitoring food provision, and sustaining the implementation of national food provision guidelines. Students benefit indirectly through improved and more consistent access to adequate food services, which can support their welfare, attendance, concentration, and participation in learning. Teachers benefit from improved student welfare and classroom participation resulting from more sustainable food provision practices. Education officers at district and regional levels may use the findings to strengthen supervision, monitoring, and support for the implementation of food and nutrition guidelines in public secondary schools. The findings may also inform policymakers and the Ministry of Education, Science and Technology in reviewing and strengthening strategies, guidelines, and support mechanisms for sustainable school food provision. Academically, the study will contribute to the existing body of knowledge on school leadership and the sustainable implementation of food and nutrition services, particularly in public secondary schools in Tanzania, while providing empirical evidence that may guide future studies in related educational and school management contexts.

1.5. Theoretical Framework

This study is guided by Transformational Leadership Theory, developed by Burns (1978) and further developed by Bass (1985). The theory posits that effective leaders influence and motivate individuals to work collectively towards shared goals by providing direction, encouraging participation, and promoting commitment to organisational improvement. Transformational leadership is particularly relevant to this study because the sustainable implementation of food provision guidelines requires Heads of Schools to mobilise resources, engage parents and communities, coordinate stakeholders, motivate staff, and monitor the provision of food services. Through effective leadership, Heads of Schools can translate national guidelines into practical school-level strategies that support continuity and sustainability of food provision services. Although the theory primarily focuses on leadership behaviours and organisational change and gives limited attention to external factors such as financial constraints, food availability, government support, and community socioeconomic conditions, it remains appropriate for this study because it provides a useful framework for examining the leadership strategies employed by Heads of Schools to ensure the sustainable implementation of the National Guidelines for Provision of Food and Nutrition Services to students in public secondary schools in Arumeru District Council, Tanzania.

2. Literature Review

This section presents a systematic review of empirical literature aligned with the study objective, focusing on the strategies employed by Heads of Schools to ensure the sustainable implementation of food provision services in secondary schools. The review follows a funnel approach, beginning with studies from global contexts, narrowing to African studies, and finally focusing on research conducted in Tanzania. Each study is examined in terms of its research design, sampling techniques, sample size, data collection instruments, data analysis methods, and key findings. Particular attention is given to studies addressing school food provision, resource mobilization, stakeholder participation, monitoring, leadership practices, and the sustainability of school feeding programmes. The review highlights the contribution of previous studies while identifying contextual, methodological, and knowledge gaps that justify the present study in public secondary schools in Arumeru District, Tanzania.

2.1 Contribution of Heads of schools in Ensuring Sustainability of Food Provision Service to Students in Public Secondary Schools

Sustainability of food provision is a critical aspect of ensuring long-term food security while minimizing environmental impact, conserving resources, and promoting social equity. It encompasses practices that maintain agricultural productivity without depleting natural resources, reducing greenhouse gas emissions, and supporting the livelihoods of farming communities (FAO, 2013). As global populations grow and climate change intensifies, adopting sustainable food systems becomes essential to balance food demand with ecological preservation, thereby securing food availability for future generations (Ingram, 2011). Implementing sustainable strategies in food production and distribution not only benefits the environment but also enhances economic resilience and social well-being, making it a cornerstone of global efforts to achieve sustainable development goals (United Nations, 2015).

Martinez et al., (2022) conducted a comprehensive study examining the sustainability of food provision among school-aged students. The study employed a mixed-methods approach combining quantitative assessments of dietary intake data with qualitative interviews of stakeholders such as students, parents, and school staff. The quantitative component involved analyzing meal plans against established sustainability criteria, including local sourcing, reduced environmental impact, and nutritional adequacy, while the qualitative part aimed to understand perceptions, challenges, and facilitators of sustainable food practices within the school environment. This integrative approach allowed the researchers to capture both the measurable aspects of food sustainability and the contextual factors influencing implementation, providing a nuanced understanding of current practices and areas for improvement. However, while the methodology was robust in integrating diverse data sources, certain limitations should be noted. Furthermore, the study's focus on specific regions limits the generalizability of findings to broader populations. Gaps identified for future exploration to evaluate changes in sustainability practices and nutritional outcomes, as well as more in-depth analysis of policy-level barriers that hinder sustainable food provision in educational settings. Therefore, this assessment will assess environmental impact metrics more explicitly and long-term health and sustainability outcomes

Johnson and Lee, (2022) conducted a comprehensive qualitative study to explore the sustainability of food provision for students in educational institutions. Their methodology involved semi-structured interviews with stakeholders, including school administrators, nutritionists, and students, complemented by a review of institutional food policies and practices. This approach allowed for an in-depth understanding of the operational challenges, resource management, and the perceived effectiveness of current food sustainability initiatives. The authors emphasized the importance of integrating environmentally sustainable practices with nutritional standards to promote long-term food security and health outcomes among students. The findings suggest that while some institutions have adopted innovative solutions such as local sourcing and waste reduction, there remains a significant gap in the consistent application of sustainable practices, highlighting the need for standardized guidelines and policy support. Despite the valuable insights offered by Johnson and Lee (2022), the study's reliance predominantly on qualitative data limits the generalizability of its conclusions across diverse educational settings. The methodology lacked quantitative measures to assess the actual nutritional quality and environmental impact of the food provided, which could have strengthened the validity of their findings. Therefore, the assessment will incorporate mixed-method approaches, including quantitative assessments and broader sampling to fill these gaps and develop comprehensive strategies for sustainable food provision in educational systems

Mukami et al., (2021) conducted a comprehensive assessment of school feeding programs in Kenyan primary schools, highlighting that while there have been policy efforts to improve food quality and safety, challenges such as resource limitations, inadequate infrastructure, and inconsistent implementation hinder sustainability. The study highlights that although guidelines exist, their adherence and practical application remain variable, suggesting a gap between policy formulation and operational execution. This disconnect raises concerns about the long-term viability of school feeding initiatives, particularly in addressing malnutrition and promoting healthy dietary habits among students (Mukami et al., 2021). The literature reveals a significant knowledge gap regarding the contextual factors influencing the successful implementation of nutritional guidelines in Kenyan schools. Therefore, this study will assess barriers faced the facilitators or proposed scalable strategies for sustainable food provision.

Abubakar et al., (2022) conducted a comprehensive study exploring the sustainability of food provision among students, emphasizing the importance of consistent access to nutritious food for academic performance and overall well-being. Their research primarily focused on evaluating existing school feeding programs, analyzing factors such as food sourcing, nutritional content, and program implementation to determine their long-term viability. The authors utilized a mixed-methods approach, combining quantitative surveys of students and stakeholders with qualitative interviews to gather a nuanced understanding of operational challenges and nutritional outcomes. This methodology enabled them to identify gaps in current practices, such as inconsistent food supply chains and insufficient emphasis on local, sustainable food sources, which threaten the sustainability of these programs. However, while provided valuable insights into the structural and nutritional aspects of school feeding initiatives, the study's critique lies in its limited geographic scope and potential bias in self-reported data. The research primarily focused on a specific region, which may not reflect broader national or global contexts, thus limiting generalizability. Additionally, stakeholders might introduce social desirability bias, potentially skewing results regarding program effectiveness. Therefore, the assessor will address these gaps by assess the sustainability of food provision over time and expanding the scope to diverse geographic settings. Overall, the study offers a solid foundation but underscores the need for more extensive, diverse data to fully understand sustainability challenges and opportunities in student nutrition programs.

Ngowi et al. (2021) conducted a comprehensive study examining the sustainability of food provision and nutritional support to students, emphasizing the importance of integrating environmentally sustainable practices with nutritional adequacy in educational settings. Their literature review highlighted current challenges such as resource depletion, food waste, and the need for locally sourced, culturally appropriate foods that can be sustainably produced and distributed. They identified gaps in existing research regarding the long-term impacts of sustainable food systems on student health outcomes and the operational feasibility within diverse school environments. The authors employed a mixed-methods approach, combining quantitative surveys of school food programs with qualitative interviews of stakeholders, including students, parents, and school administrators. This approach allowed for a nuanced understanding of the practical challenges and perceptions surrounding sustainable food provision. However, the study's limitations include a relatively small sample size and a focus limited to specific geographic regions, which may affect the generalizability of the findings. Therefore, this study will explore broader contexts to assess sustainability over time, and assess the scalability of proposed interventions and develop more comprehensive frameworks that integrate ecological, economic, and social metrics for sustainable school food provision.

2.2 Summary and Demonstration of Research Gaps

The reviewed empirical studies demonstrate that sustainable food provision in schools is important for supporting students’ nutrition, welfare, attendance, participation, and effective learning. The studies further indicate that the sustainability of school food services is influenced by factors such as availability of resources, food supply systems, stakeholder participation, infrastructure, policy implementation, monitoring, and institutional support. Although these studies provide valuable insights into school feeding and food sustainability, several research gaps remain. Most of the reviewed studies were conducted in countries and educational contexts that differ from public secondary schools in Tanzania, creating a contextual gap. In addition, previous studies have focused mainly on the nutritional, environmental, operational, and general sustainability aspects of school food programmes, with limited attention to the specific strategies employed by Heads of Schools to ensure the sustainable implementation of national food provision guidelines, creating a knowledge gap. Furthermore, some studies relied predominantly on either qualitative or quantitative approaches, limiting the opportunity to triangulate evidence from different sources and methods, thereby creating a methodological gap. Therefore, the present study addresses these contextual, knowledge, and methodological gaps by employing a convergent mixed-methods research design to generate context-specific evidence on the strategies used by Heads of Schools to ensure the sustainable implementation of the National Guidelines for Provision of Food and Nutrition Services to Basic Education Students in public secondary schools in Arumeru District Council, Tanzania. The study will specifically examine strategies related to resource mobilisation, stakeholder involvement, coordination, monitoring, supervision, and continuity of food provision services.

3. Research Methodology

The study employed a convergent mixed-methods research design to collect quantitative and qualitative data concurrently to obtain a comprehensive understanding of Heads of Schools’ strategies for ensuring the sustainable implementation of the National Guidelines for Provision of Food and Nutrition Services to students in public secondary schools in Arumeru District Council, Tanzania (Creswell & Creswell, 2023). The target population comprised 461 respondents from 46 public secondary schools, including 46 heads of schools, 46 food teacher coordinators, 46 chairpersons of school boards, 322 members of school food committees, and one District Secondary Education Officer (DSEO). A combination of sampling techniques was employed to select 107 respondents for the study. Simple random sampling was used to select 14 public secondary schools. Total population sampling was employed to select 14 heads of schools and one DSEO, while proportionate stratified sampling was used to select 64 members of school food committees. Purposive sampling was used to select 14 chairpersons of school boards, whereas expert sampling was used to select 14 food teacher coordinators. The validity of the research instruments was established through expert review by three specialists from the Faculty of Education at Mwenge Catholic University (MWECAU). A pilot study was conducted in one public secondary school to assess the clarity, relevance, and feasibility of the research instruments. The reliability of the interview schedule was determined using Cronbach’s alpha coefficient through SPSS version 26. The interview schedule obtained an overall reliability coefficient of 0.711, indicating acceptable internal consistency and confirming that the instrument was sufficiently reliable for the main study. Quantitative data were coded, cleaned, and analyzed using SPSS version 26. Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize the quantitative findings. Qualitative data were analyzed thematically through transcription, coding, categorization, and development of themes (Creswell & Creswell, 2023). The trustworthiness of qualitative findings was enhanced through triangulation, credibility, dependability, transferability, and conformability. Ethical considerations were observed through obtaining research clearance from Mwenge Catholic University, securing informed consent from participants, ensuring voluntary participation, and maintaining the confidentiality and anonymity of respondents in accordance with established research ethics standards (Israel, 2015).

4. Results And Discussion

4.1 Heads of schools ensure Sustainability of the National Guideline in food provision service to students in public secondary schools

This study sought to examine how food provision services are sustained throughout the school year to support the effective implementation of the programme. Information used to address this question was collected through interview schedule from School food committee, and interview guide from Head of Schools, Food teacher Coordinators and Chairperson of school board. The findings from the School food committee are presented and described first, followed by supportive evidence from Head of Schools, Food teacher Coordinators and Chairperson of school board. The school food committee was asked to explain how heads of schools ensure sustainability of National Guideline in food provision service to students. Table 1 presents the respondents’ views on how heads of schools ensure sustainability of National Guideline in food provision service to students.

Source: Field Data, (2026)

Data in Table 1 indicate that the majority (25.1%) of food teacher coordinators reported that Heads of Schools ensure sustainability in food provision and nutrition services by mobilizing support from parents and the community. This was followed by involving the school committee (22.7%), maintaining food stocks (19.7%), strengthening school farm projects (17.2%), and ensuring efficient food preparation and distribution (15.3%). This implies that mobilizing parents and community members is an important strategy for ensuring that students receive food consistently throughout the school year. In addition, the involvement of the school committee helps to strengthen collective responsibility for food provision, while maintaining food stocks and school farm projects contributes to reducing the possibility of food shortages. Ensuring efficient food preparation and distribution also helps schools make effective use of available food resources and ensure that meals reach students appropriately. During a face-to-face interview with the Head of School “HOS 1” had this to say:

We involve parents and members of the community in supporting food provision because the school budget alone cannot always meet all food requirements. We also work with the school committee to plan food needs, monitor available stocks, and mobilize additional support whenever there is a shortage (“HOS 1” Personal Interview 30^th July, 2026).

Chairperson of the School Board “CSB 1” added that:

The school board plays an important role in ensuring that food provision continues throughout the year. We encourage parents to contribute food or financial support and also discuss with the school administration how available food resources can be properly managed (Chairperson of the School Board Personal Interview, 30^th July 2026).

Similarly, the Food Teacher Coordinator “FTC 2” reported:

We normally monitor the food available at school and communicate with the administration and parents when supplies are becoming low. The involvement of parents, the school committee and community members has helped us to avoid serious food shortages during the school year (Food Teacher Coordinator, personal interview 31^st July 2026).

Qualitative reflections from the Heads of Schools, Chairpersons of School Boards, and Food Teacher Coordinators reinforced the quantitative findings by demonstrating that the sustainability of food provision and nutrition services depends largely on collaborative efforts among schools, parents, community members, and school governance structures. The Heads of Schools emphasized that mobilizing parents and community members provides essential support when school budgets are insufficient to meet students’ food requirements. They further indicated that involving school committees in planning, monitoring food stocks, and mobilizing additional resources strengthens collective responsibility and enables schools to respond to emerging food shortages. The Chairpersons of School Boards similarly highlighted the role of school boards in coordinating parental contributions, supporting food planning, and promoting proper management of available resources. Food Teacher Coordinators also emphasized the importance of regularly monitoring food stocks and communicating with school authorities and parents whenever supplies begin to decline. The qualitative findings suggest that sustained food provision is not dependent on a single intervention but rather on coordinated participation, resource mobilization, and continuous monitoring of food availability.

Quantitative data indicated that mobilizing support from parents and the community was the most commonly reported strategy for sustaining food provision and nutrition services, accounting. The findings demonstrate that schools employ a combination of community-based, institutional, and operational strategies to maintain continuous food provision throughout the school year. The importance of parental and community support suggests that external resource mobilization remains an important mechanism for supplementing school-level resources and reducing the risk of food shortages. At the same time, the involvement of school committees indicates the importance of shared responsibility and participatory management in planning and monitoring food provision. Maintaining food stocks and strengthening school farm projects further provide mechanisms through which schools can improve food availability and reduce dependence on irregular contributions, while efficient preparation and distribution support the effective utilization of available resources.

Drawing the quantitative and qualitative findings together, the sustainability of food provision and nutrition services in public secondary schools agreed as a reflection of the schools’ capacity to mobilize resources, strengthen institutional collaboration, and manage available food supplies effectively. This suggests that parental and community participation provides an important foundation for sustaining food provision, particularly where school financial resources are inadequate. However, long-term sustainability requires more than periodic contributions; it also depends on effective school committee involvement, adequate food-stock management, productive school farming initiatives, and efficient preparation and distribution systems. The study findings supported by Johnson and lee, (2022), who found that parents viewed school feeding programmes as a mechanism of collective responsibility and emphasized community engagement as an important factor in sustaining food provision.

Table 1 further indicate that parents’ and community contributions were the most commonly reported measure introduced by schools to maintain a continuous supply of food, accounting for (23.8%) of the responses. Budget allocation for school meals accounted for (21.8%), while involvement of the school committee accounted for (20.9%). Proper food storage facilities accounted for (18.0%), whereas reducing food wastage accounted for (15.5%). This suggests that schools use several measures simultaneously to maintain a continuous supply of food. Parental and community contributions provide additional resources, while budget allocation ensures that food provision is integrated into school financial planning. The involvement of the school committee enhances monitoring and accountability, whereas proper storage and reduction of food wastage help schools preserve available food resources and ensure that they last for a longer period. During a face-to-face interview with the Head of School “HOS 2” stated:

We have a specific plan for food provision which includes allocating funds for school meals and requesting contributions from parents. We also make sure that food is stored properly and that the people responsible for food preparation use the available food carefully to minimize wastage (“HOS 2”, Personal Interview 31^st July, 2026).

The Chairperson of the School Board “CSB 2” added:

One of the measures we have emphasized is proper planning of food requirements. The school board follows up on contributions from parents and monitors how food resources are used so that students can continue receiving meals even when there are financial difficulties (“CSB 2”, Personal Interview 31^st July, 2026).

The Food Teacher Coordinator “FTC 3” also reported:

“We keep records of the food received and the amount used for students. We also check the storage conditions and make sure that food is not wasted unnecessarily. These practices help us to use the available supplies efficiently.” (“FTC 3” Personal Interview 03th August, 2026)

The qualitative thoughts from the Head of School, Chairperson of the School Board, and Food Teacher Coordinator further reinforce the quantitative findings on the measures used to sustain continuous food provision in public secondary schools. The school-level actors emphasized that effective food provision requires deliberate planning, adequate financial allocation, parental and community contributions, proper storage, systematic monitoring, and control of food wastage. The Head of School highlighted the importance of integrating food provision into school financial planning while also mobilizing support from parents. Similarly, the Chairperson of the School Board emphasized the role of the school board in monitoring contributions and ensuring that available food resources are properly managed, particularly during periods of financial difficulty. The Food Teacher Coordinator further demonstrated that maintaining accurate records, monitoring storage conditions, and minimizing unnecessary wastage are essential practices for ensuring efficient utilization of available food supplies.

The quantitative data showed that parents’ and community contributions constituted the most commonly reported measure for maintaining a continuous food supply. The convergence between the quantitative and qualitative findings suggests that sustaining food provision is not dependent on a single intervention but rather on the coordinated implementation of financial, institutional, and resource-management measures. Parental and community contributions appear to provide an important supplementary source of resources, particularly where school financial capacity is limited, while budget allocation provides a formal mechanism for incorporating food provision into school planning. At the same time, the involvement of school boards and committees strengthens oversight and accountability, whereas proper storage and wastage reduction contribute to the efficient utilization and preservation of available food stocks. Drawing the findings together, the sustainability of food provision services understood as a function of the school’s capacity to mobilize resources, plan adequately, strengthen institutional oversight, and manage food supplies efficiently. The findings demonstrate that where schools combine parental and community support with adequate budgeting, effective monitoring, proper storage, and careful control of wastage, they are better positioned to maintain continuous food provision to students throughout the school year. Conversely, weaknesses in any of these areas undermine the reliability of food supplies and expose schools to potential interruptions in students’ access to meals.

The findings align with the Nutritional Ecology Theory (NET) developed by Dr. Jane Thompson in 1998, which emphasizes that nutritional well-being is influenced by the interaction between individuals and the social, economic, institutional, and environmental factors that determine access to and sustainability of food resources. From the perspective of NET, continuous food provision to students depends not only on the availability of food but also on the capacity of schools, parents, communities, and other stakeholders to mobilize, manage, and sustain nutritional resources. This finding is supported by Mukami (2021), who found that parents contributed food crops, money, and physical labour to maintain a constant supply of meals for students.

In Table 1 also indicate that establishing sustainable school farming projects and strengthening parents’ and community participation were the most frequently recommended additional measures, each accounting for (23.9%) of the responses. Training food management committees followed with (20.8%), while strengthening financial accountability accounted for 16.2% and strengthening partnerships with stakeholders accounted for (15.2%). This implies that food teacher coordinators recognize the importance of developing long-term mechanisms that reduce schools’ dependence on irregular food contributions. School farming projects provide food directly to students while also creating opportunities for students to participate in productive agricultural activities. Similarly, stronger parental and community participation increase the resources available for food provision. Training food management committees, improving financial accountability, and strengthening stakeholder partnerships can further improve the planning, management, and sustainability of school food services. During a face-to-face interview, the Head of School “HOS 4” had this to say:

School farming is one of the best ways of making food provision more sustainable. If the school can produce vegetables, maize or other food crops, we can reduce the amount of food that has to be purchased. We also need stronger support from parents and other stakeholders (“HOS 4” Personal Interview 04^th August, 2026).

The Chairperson of the School Board “CSB 4” explained:

We need to strengthen cooperation between the school, parents, community members and other stakeholders. When all groups work together, the school can establish farming projects and mobilize resources that can support students’ meals throughout the year (“CSB 4” Personal Interview 04^th August, 2026).

The Food Teacher Coordinator similarly stated:

“Food management committees need more training in budgeting, food storage, record keeping and monitoring. This would help them to manage the available resources properly and reduce unnecessary losses.” (Food Teacher Coordinator, personal interview 04^th August, 2026).

Qualitative reflections from the Heads of Schools, the Chairperson of the School Board, and the Food Teacher Coordinator crowned the establishment of sustainable school farming projects, strengthening parents’ and community participation, and improving the capacity of food management committees as important mechanisms for sustaining school food provision. The Heads of Schools emphasized that school farming enables schools to produce food crops such as vegetables and maize, thereby reducing dependence on purchased food and making food provision more sustainable. The Chairperson of the School Board similarly emphasized that stronger cooperation among schools, parents, community members, and other stakeholders is necessary for establishing farming projects and mobilizing resources to support students’ meals throughout the year. The Food Teacher Coordinator further highlighted the importance of training food management committees in budgeting, food storage, record keeping, and monitoring to ensure that available resources are properly managed and unnecessary losses are minimized.

Quantitative data indicated that establishing sustainable school farming projects and strengthening parents’ and community participation were the most frequently recommended additional measures for improving the sustainability of school food provision, each accounting for 23.9% of the responses. The findings suggest that food teacher coordinators recognize the importance of developing long-term and locally supported mechanisms that reduce schools’ dependence on irregular food contributions. School farming projects provide a direct source of food while also creating opportunities for students to participate in productive agricultural activities. Similarly, stronger parental and community participation increase the financial, material, and human resources available for school food provision. Drawing these threads together, the extent to which schools can sustain regular food provision for students is a reflection of their capacity to combine local food production, community participation, effective resource management, financial accountability, and stakeholder collaboration. Where school farming projects are adequately established and parents and community members actively participate, schools are better positioned to reduce dependence on irregular external food contributions and maintain a more reliable supply of meals for students. Likewise, where food management committees receive appropriate training and financial resources are managed transparently, unnecessary losses reduced and available resources can be utilized more effectively. Conversely, where such mechanisms are weak schools remain highly dependent on irregular contributions and external support compromising the continuity and reliability of food provision. The findings are consistent with Abubakar et al., (2022) which found that strengthening school-based welfare and support mechanisms, together with improved management of essential resources, contribute to students’ well-being, regular attendance, and sustained participation in education.

Data in Table 1 finally indicate that 48.4% of Food Teacher Coordinators rated the measures used to sustain food provision services as moderately effective. This was followed by 26.6% who rated the measures as highly effective and 20.3% who rated them as very highly effective, while only 6.3% rated them as low. This implies that although the measures introduced by schools have contributed to sustaining food provision, their effectiveness is generally moderate. The combined proportion of respondents who rated the measures as highly or very highly effective was 46.9%, indicating that almost half of the coordinators considered the measures effective. However, the relatively high proportion reporting moderate effectiveness suggests that schools still face challenges in maintaining a completely reliable food supply throughout the school year. During a face-to-face interview, the Head of School explained:

“The measures are helping us to provide food throughout the year, but sometimes we experience shortages when parents’ contributions are delayed or when food prices increase. Therefore, we still need more reliable sources of food and financial support.” (Head of School, Personal Interview 05^th August, 2026).

The Chairperson of the School Board further stated:

“The measures have been useful, but their effectiveness depends on the availability of resources. When parents and community members contribute on time, food provision becomes easier. More support and better planning would make the system more sustainable.” (Chairperson of the School Board, Personal Interview 05^th August, 2026)

The Food Teacher Coordinator also noted:

I would say the measures are moderately effective because we are usually able to provide food, but sometimes the available food is not sufficient for the whole period. Strengthening school farming and increasing contributions from parents and other stakeholders would improve the situation (Food Teacher Coordinator, Personal Interview, 05^th August, 2026).

Qualitative reflections from the Heads of Schools, the Chairperson of the School Board, and the Food Teacher Coordinator crowned the measures used to sustain school food provision as moderately effective, while emphasizing that their effectiveness depends largely on the availability and timeliness of resources. The Heads of Schools noted that the existing measures enable schools to provide food throughout the year, although delays in parents’ contributions and increases in food prices sometimes create shortages. The Chairperson of the School Board similarly emphasized that the effectiveness of food provision measures improves when parents and community members contribute resources on time, while better planning and additional support are necessary to strengthen sustainability. The Food Teacher Coordinator further described the measures as moderately effective because schools are generally able to provide food, but the available supplies are sometimes insufficient to cover the entire period.

Quantitative data indicated that e measures implemented by heads of schools have made a meaningful contribution to sustaining food provision, although their overall effectiveness remains moderate. The combined of coordinators who rated the measures as highly or very highly effective indicating that nearly half of the respondents viewed the measures as effective. However, the larger proportion reporting moderate effectiveness suggests that schools continue to experience difficulties in ensuring a sufficiently reliable and continuous supply of food throughout the school year. Drawing the threads together, the effectiveness of measures for sustaining school food provision is a reflection of schools’ capacity to secure reliable resources, mobilize timely contributions, strengthen local food production, and improve planning and coordination among parents, communities, and other stakeholders. Where parents and community members provide contributions on time and schools have alternative sources such as school farming, the likelihood of maintaining regular food provision is enhanced. Conversely, delayed contributions, increasing food prices, inadequate food supplies, and limited financial support weaken the effectiveness of existing measures and expose schools to periodic shortages. The findings are consistent with the study by Ngowi et al. (2021) who identified limited community participation, poverty, and inadequate funding as challenges to sustainability, and recommended stronger parental/community participation and increased funding.

5. Conclusion

The study concludes that heads of schools have contributed to sustaining food provision services for students in public secondary schools, schools use various ways on mobilizing parents and community support, involving school committees, maintaining food stocks, allocating budgets for school meals, ensuring proper food storage, reducing food wastage, and strengthening school farming projects to maintain continuous food provision. Sustainable school food provision requires coordinated parental and community participation, effective school-level management, reliable resource mobilization, strengthened food management committees, financial accountability, school farming, and stronger stakeholder partnerships.

6. Recommendations

The study recommended that schools should strengthen sustainable school farming projects and enhance parents’ and community participation to provide reliable and locally generated sources of food throughout the school year. Heads of Schools should strengthen food management committees through regular training in budgeting, food storage, record keeping, monitoring, and accountability, while improving financial planning and reducing food wastage. Schools should also establish stronger partnerships with parents, community members, government authorities, and other stakeholders to mobilize financial, material, and technical resources for school food provision.