Reducing school plate waste : stakeholder views, student behaviour, and future action in Uppsala

Sammanfattning

Food waste has significant implications for the planet, contributing to climate change and biodiversity loss. In 2022, an estimated 1,052 million tonnes of food waste were generated globally. In Sweden, around 1.42 million tonnes were wasted the same year, with approximately 3,500 tonnes generated in upper secondary schools. Plate waste, the fraction of food left on consumers' plates, impacts not only the environment but also nutrition. Previous research has shown that plate waste increases with student age and that a minority of students often generate a majority of the waste. Therefore, this study investigates plate waste in two upper secondary schools in Uppsala municipality, Sweden, with the aim of exploring how to reduce it. A mixed-methods approach was used to examine what measures the schools have taken, what causes relevant stakeholders perceive behind plate waste, what challenges and opportunities exist for reducing it, and whether high-waste students can be identified. Stakeholders included kitchen personnel, school staff, and students. Semi-structured interviews were conducted to gather information on interventions and to identify challenges and opportunities for plate waste reduction. Thematic analysis was applied to interview data, resulting in five identified themes. A student survey looked into student perspectives on reasons for food waste and potential school-level improvements. Lunchroom observations were used to investigate whether male students waste more than female students, and whether larger student groups contribute to increased waste. Findings showed a variety of interventions implemented by the schools, many which align with previous research, such as educational campaigns and reduced plate size. The schools were observed to have lower plate waste than the national average during the study period. A key challenge was capturing students’ attention and achieving long lasting behavioural change. Interviews revealed routines for approaching high-wasting students and efforts to educate them, however the effects from such efforts have not been evaluated. It was also revealed that peer pressure and trends in society might have a substantial impact on plate waste behaviour. Other key findings were that plate waste increases at the start of the school year, indicating a window for when to concentrate efforts. Survey and interview data had contradictory results as to why students waste food, highlighting the limitations of self-reported data. Observations showed no significant gender difference in waste levels but did indicate that plate waste may increase with group size. The study concludes that further research is needed to study effects and implications of targeting high-waste students and for developing interventions with long-term impact in school settings.