Elementary School Teachers Report Increased Student Hunger and Anxiety After Universal Free School Meals Ended

A recent studyopens in new tab/window in the Journal of Nutrition Education and Behavioropens in new tab/window (JNEB), published by Elsevier, explored elementary school teachers' experiences before and after the end of the federal universal free school meals (UFSM) policy. Researchers found that teachers perceived the policy had helped reduce student hunger and family stress, while its expiration was associated with increased hunger, anxiety about meal costs, and decreased participation in school meal programs.

Researchers conducted online interviews with 25 kindergarten through sixth-grade teachers from six elementary schools in Anchorage, Alaska. Teachers reflected on their experiences during the 2021–2022 school year, when universal free school meals were available, and compared them with the following school year after the federal policy ended.

Teachers reported that providing free meals to all students reduced concerns about hunger and eased financial stress for families. While some teachers perceived increased food waste during universal free school meals, they did not identify any benefits after the policy ended. Instead, many observed that fewer students participated in school meals, more students appeared hungry during the school day, and some expressed worry about the cost of meals. Several teachers also reported providing food to students themselves when they noticed children without enough to eat.

"Teachers witness firsthand how hunger affects students' ability to learn, focus, and participate in the classroom," said lead investigator Deborah Olarte, PhD, RD, Assistant Professor of Nutrition, New York University. "Their experiences provide valuable insight into how school meal policies can influence not only nutrition, but also student well-being and the overall classroom environment."

Teachers also described benefits of eating meals in the classroom, including stronger classroom communities, improved student behavior, and more opportunities to build relationships with students, although supervising meals also created additional clean-up responsibilities and reduced planning time.

The researchers conclude that teacher perspectives should be considered when designing future school meal policies. Their findings suggest that universal free school meals may help improve student well-being, reduce stigma surrounding school meals, and support a more positive learning environment.

Notes for editors

The article is "When School Meals Are No Longer Free: A Qualitative Exploration of Elementary School Teachers' Experiences and Perceptions," by Deborah A. Olarte, PhD, RD; Katie Cueva, ScD, MAT, MPH; Ashley Kesack, MS; Tara Cortez, MS; Christina D. Economos, PhD; Brittany Rodvik, BS; Juliana F.W. Cohen, ScD, ScM (https://doi.org/10.1016/j.jneb.2026.06.218opens in new tab/window). It appears online in the Journal of Nutrition Education and Behavior, ahead of volume 58, issue 9 (September 2026), published by Elsevier.

The article is openly available via a CC BY 4.0 license at https://www.jneb.org/article/S1499-4046(26)00386-6/fulltextopens in new tab/window.

Full text of the article is also available to credentialed journalists upon request; contact Eileen Leahy at +1 732 406 1313 or [email protected]opens in new tab/window to obtain a copy. To schedule an interview with the author(s), please contact Deborah A. Olarte, PhD, RD, at [email protected]opens in new tab/window.

This study was funded by a grant (R01HD107492) from the National Institutes of Health.

An audio podcast featuring an interview with Deborah A. Olarte, PhD, RD, and other information for journalists are available at https://www.jneb.org/content/mediaopens in new tab/window. Excerpts from the podcast may be reproduced by the media with permission from Eileen Leahy.

About the Journal of Nutrition Education and Behavior (JNEB)

The Journal of Nutrition Education and Behavior (JNEB), the official journal of the Society for Nutrition Education and Behavior (SNEB), is a refereed, scientific periodical that serves as a resource for all professionals with an interest in nutrition education and dietary/physical activity behaviors. The purpose of JNEB is to document and disseminate original research, emerging issues, and practices relevant to nutrition education and behavior worldwide and to promote healthy, sustainable food choices. It supports the society’s efforts to disseminate innovative nutrition education strategies and communicate information on food, nutrition, and health issues to students, professionals, policy makers, targeted audiences, and the public.

The Journal of Nutrition Education and Behavior features articles that provide new insights and useful findings related to nutrition education research, practice, and policy. The content areas of JNEB reflect the diverse interests of health, nutrition, education, Cooperative Extension, and other professionals working in areas related to nutrition education and behavior. As the Society's official journal, JNEB also includes occasional policy statements, issue perspectives, and member communications. www.jneb.orgopens in new tab/window

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