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De qui, B.; G imaldi, D.; Fe nandez, V. Building and managing
sus ainable schools: he case o ood was e. "Jou nal o cleane
p oduc ion", 10 Gene 2020, ol. 243, 118533. DOI:
10.1016/j.jclep o.2019.118533
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1
Building and Managing sus ainable schools: The case o ood was e
Abs ac
The global sus ainabili y impe a i e equi es dealing wi h ood was e. This s udy explo es how he managemen o
school can eens can help school leade s on hei pa h owa ds building mo e sus ainable ins i u ions. Despi e
schola s ha e la gely shown he magni ude o ood was e gene a ed a school can eens, his pape shows ha
head eache s mis akenly pe cei e hei can eens o be e icien in adjus ing he amoun cooked and ha hei pupils
lea e li le pla e was e. Da a we e collec ed h ough a su ey among 420 school head eache s and a clus e ing
analysis based on he schools’ sus ainabili y p o ile was applied. Resul s show ha schools can be ca ego ised in 4
clus e s: Ac i is s, En i onmen alis s, Socials, and Lagga ds. A ele an con ibu ion o his pape is ha e en in
hose clus e s la gely engaged in sus ainabili y issues, can een ood was e educ ion ini ia i es a e a ely applied.
Inc easing school managemen ’s isibili y and awa eness on he issue o ood was e would esul in mo e sus ainable
educa ional ins i u ions. Ano he conclusion o he s udy is ha al hough school sus ainabili y is ela ed o
en i onmen al a he han social ini ia i es, schools can ollow wo di e en pa hs on hei way owa ds sus ainabili y:
ei he he social o en i onmen al a enues.
1. In oduc ion
Clima e change is eal and cu en ly ecognised by he in e na ional communi y as a majo h ea o human
de elopmen (Ga ne , 2008). The e is indeed an inc easing app ehension su ounding he impac s o clima e
change, especially wi h ega d o he abili y o he wo ld o p o ide sus ainable die s o all i s u u e popula ion
(God ay e al., 2010). No su p isingly, educing ood was e has been sugges ed as one o he mos p omising
measu es o imp o e ood secu i y in he coming decades (Kummu e al., 2012) and o p og ess owa ds sus ainabili y
o he ood sys em.
Food was e has an impac on all h ee dimensions o sus ainabili y: i is a g owing e hical, en i onmen al and
economic p oblem. In de eloped coun ies mos ood was e occu s a he inal le els o he supply chain and,
consequen ly has a highe impac on he en i onmen (Pa i e al., 2010). Fo his eason educa ion and awa eness
campaigns, al hough no enough, ha e become impo an in achie ing he goal o imp o ing sus ainabili y o he ood
sys em (Ga ne , 2008). The global sus ainabili y impe a i e equi es inc easing awa eness o he challenge and, as
s a ed by K onlid (2014), his is closely ela ed o school educa ion. Fu he mo e, schools ha e been iden i ied as
being in a p ima y posi ion o o e educa ion on nu i ion and sus ainabili y and in being able o in luence p esen and
u u e consump ion pa e ns. Thei ole is c ucial as ood consump ion pa e ns hea ily a ec he sus ainabili y o he
global ood supply chain (Ben enu i e al., 2016). The e o e, he applica ion o ini ia i es o educe ood was e a
school can eens becomes an oppo uni y o p omo e mo e sus ainable ood habi s among u u e gene a ions
(Boschini e al., 2017). Th ough educing ood was e, schools can be con ibu o s o a mo e sus ainable p esen and
u u e ood sys em, while educing cos s a he same ime (Cohen e al., 2015; EPA, 2014). Howe e , li e a u e is oo
scan y o p opose solu ions o achie e his objec i e.
In o de o shed ligh on his issue, he empi ical app oach chosen consis ed o a quan i a i e su ey among 420
school head eache s aiming o iden i y, cha ac e ise and classi y pa e ns o beha iou owa ds sus ainabili y in
gene al and ood was e in pa icula . The goal o his esea ch is o de elop a se o c i e ia o clus e schools based
on sus ainabili y conce ns and ini ia i es o hei op managemen eams and o p io i ise ood was e educ ion
ini ia i es ha could aid in i s educ ion.
2
2. Li e a u e Re iew
2.1 Educa ion o Sus ainable De elopmen (ESD) and Sus ainable Schools
Educa ion is conside ed by UNESCO as a key ins umen o achie e Sus ainable De elopmen Goals. As s a ed in
se e al Unesco epo s (e.g. UNESCO, 2017, 2015, 2005), educa ion should become he engine o sus ainable
de elopmen and he key o a be e wo ld: “Educa ion can, and mus , con ibu e o a new ision o sus ainable
global de elopmen ” (UNESCO, 2015, p. 32). This ecognises he impo ance o educa ion on he in e ac ion be ween
de elopmen and he en i onmen .
Wi h i s oo s in Educa ion o Sus ainable De elopmen (ESD), he concep o sus ainable schools, unde s ood as
hose ha embed sus ainabili y p inciples and alues in school cul u e, is in con inuous e olu ion (Kadji-Bel an e
al., 2013). A sus ainable school has been de ined as an o ganisa ion guided by he p inciples o ca e o one sel ,
ca e o each o he and ca e o he en i onmen , in eg a ing sus ainabili y conce ns in o i s daily ope a ions (DCSF,
2008; Gough, 2005). Resou ce managemen , and hus, was e managemen oo, a e essen ial conside a ions o
sus ainable school policies.
Acco ding o Bi ney e al., sus ainabili y is much mo e han “ano he ini ia i e” o schools. They s a e ha
sus ainabili y is “li e gi ing o people and hei o ganisa ional pu poses, policies and p ac ices” (Bi ney and Reed,
2009, p. 46). They con inue a i ming i p o ides schools wi h a obus mo al amewo k o wo k wi hin (Bi ney and
Reed, 2009). A sus ainable school should hen gua an ee oppo uni ies o all s a membe s in lea ning and eaching
he p inciples o ESD and ela ed ac ion (Youngs and King, 2002).
2.2. The Role o School head eache s in building Sus ainable Schools
Manage s’ cha ac e is ics and beha iou s ha e been ound by schola s as being closely ela ed o en i onmen al
managemen (Fe nández e al., 2006). Sus ainable school leade s place sus ainabili y a he cen e o a school’s
ision, mission and cul u e, aiming o educa e s uden s o be equipped o c ea e mo e sus ainable socie ies. These
agen s acili a e all s a membe s ( eache s and adminis a i e pe sonnel) in de eloping he p inciples o ESD.
Fu he mo e, Hende son (2004) s a es ha a whole school sus ainabili y app oach implies embedding sus ainabili y
in all cu iculum a eas, using ac ion lea ning and engaging he whole school communi y (Hende son and Tilbu y,
2004).
A his poin he ole o school head eache s is c ucial. Jackson (1986) concluded in he esea ch ha school
head eache s who p omo e sus ainabili y in hei schools a e usually unde pinned by hei pe sonal alues and hus,
a e passiona e abou sus ainabili y. The esul is a s ong con ic ion in hei engagemen wi h sus ainabili y. This
said, Jackson (1986) ound a disc epancy be ween he implemen a ion o sus ainable school policies and ini ia i es
and wha school head eache s say hey do.
Besides, Kadji e al. (2013) when explo ing cons aining ac o s owa ds sus ainable schools also highligh he
ele ance o school leade s. They poin owa ds he limi ed commi men o head eache s o Educa ion o Sus ainable
De elopmen (ESD), hei limi ed willingness o challenge he s a us quo and weak engagemen in ini ia i es o
suppo ing ESD, among o he limi ing ac o s owa ds building sus ainable schools. They also ound o e all equency
o ESD ac ions implemen ed in schools was signi ican ly linked wi h he head eache ’s encou agemen o
con empo a y pedagogical app oaches, wi h pa icipa ion in ou side- he-class oom ac i i ies in luenced by his ype
o encou agemen .
Sco (2013, p. 10) highligh s he cen ali y o ha ing a leade ship ha “unde s ands he issues and owns he p ocess
o add essing hem” and posi s ha wi hou his, no change owa ds he de elopmen o a sus ainable school will
3
ake place. He desc ibes 4 di e en s ages explici ly ela ed o he ole o he school leade , s a ing om
uncoo dina ed ini ia i es lead by in e es ed eache s, ollowed a a second s age by isola ed cu iculum ac i i ies
suppo ed o a leas ole a ed by school leade s. The nex s age eme ges wi h he explici suppo o school leade s
in aking ad an age o bene i s o a b oad iew o sus ainabili y. Finally, a he mos ad anced s age, he goals o a
ans o med school and e en educa ional pe spec i e become p io i ies o hei leade s, as shown in Figu e 1.
Figu e 1. S ages in De eloping a Sus ainable School (Adap ed om Sco 2013)
2.3. Food Was e a schools
Despi e he ac ha he e is no consensus among schola s on he de ini ion o ood was e (Lebe so ge and
Schneide , 2011) and ha di e se ca ego isa ions make i s quan i ica ion di icul (Buzby and Hyman, 2012), mos
esea che s ag ee on i s magni ude (e.g. Mena e al., 2011) and al hough a g ea a ia ion is obse ed in he
quan i ica ions pe o med by esea che s a school can eens, esul s a e imp essi e. Fo ins ance, Byke (2014)
examined o e 300 meals in an elemen a y school in he US and concluded ha 45% o o al ood se ed was was ed;
Boschini (2018) es ima ed an a e age o 107 g o a oidable pla e was e pe s uden and day in i e p ima y schools
in I aly, and W ap (2011) es ima ed he mone a y alue o he ood was ed a schools in he UK in 26% o he o al
ood budge .
Food was e includes losses du ing p epa a ion and cooking, disca ds due o p epa a ion o oo much ood, expi ed
use-by o open da es, spoilage as well as pla e was e (Cla ke e al., 2015), being he la e he majo sou ce o FW
a schools (Be z e al., 2015). Buzby & Gu h ie (2002, p. 1) lis as po en ial causes o pla e was e
school scheduling cons ain s, he di icul y in adap ing meals o widely a ying s uden ene gy needs and
p e e ences, and a ailabili y o subs i u e oods om compe ing sou ces.
Resea che s highligh he di e se bene i s o ackling ood was e a schools: om imp o ed nu i ional in ake by
s uden s (Byke e al., 2014) and c ea ing mo e esponsible u u e consume s (Sil ennoinen e al., 2012) o mo e
e icien wa e , ene gy and land use; di e ing ood was e om land ills, hus educing g eenhouse gas emissions
(Pa i e al., 2010; W ap, 2011) and, inally, p e en ing une hical beha iou s in a wo ld whe e millions o people a e
s ill unde nou ished (Roe e al., 2008). O he bene i s o educing ood was e a schools include inancial sa ings o
bo h schools and amilies (Cohen e al., 2013).
2.4 Food Was e Reduc ion In e en ions
As a conclusion om di e en s udies, schola s ha e come up wi h many and a ious ecommenda ions and
ini ia i es o ins i u ions and i ms o minimise ood was e a school can eens. Mi osa e al. (2016) in oduced
consume insigh s when analysing he easons o was ing ood, and concluded ha in o de o be e ec i e,
in e en ions should appeal o s uden s’ pe sonal alues. They epo ed ha in o de o inc ease s uden ’s buy-in,
he easons o educ ion e o s should be explained clea ly and app op ia ely and, hus, p ope communica ion is
Uncoo dina ed
ini ia i es led
by in e es ed
eache s
Isola ed
cu iculum
ac i i ies
suppo ed o a
leas ole a ed
by school
leade s
Explici suppo
o school
leade s in
aking
ad an age o
bene i s o a
b oad iew o
sus ainabili y
A ans o med
school is he
goal
4
i al (Mi osa e al., 2016). On he o he hand, Be z (2015) highligh s he impo ance o inc easing he s a ’s
awa eness on he issue.
Gi en ha , in mos s udies, pla e was e has been e ealed as he la ges sou ce o was e in ood se ice ins i u ions
(De qui e al., 2018; Engs öm and Ca lsson-Kanyama, 2004), sugges ed in e en ion policies ha e o en ocused
on educing dine s’ le o e s. Ini ia i es aiming o educe pla e was e include awa eness campaigns such as
discussing he issue in class, o e en in ol ing s uden s in he measu emen o pla e was e and displaying he esul s
in he can een (Engs öm and Ca lsson-Kanyama, 2004). In hei s udy, Engs öm e al. epo ed a 35% educ ion in
pla e was e because o an awa eness campaign.
The p ac ice o pedagogic lunches a schools – eache s discussing nu i ion du ing he meals and eaching s uden s
how o beha e in he dining oom - was also men ioned as a me hod o minimise pla e was e by Engs öm e al.
(2004). Waling (2017) conduc ed a su ey among 3,629 Swedish eache s on whe he school lunches should be
conside ed an educa ional ac i i y o jus a ime o ge a b eak om educa ion, and ound ha 72% ag eed on he
concep o educa ional lunches while 28% belie ed lunch ime should be a b eak om educa ional ac i i ies. Mos
esponden s hough i was a good occasion o educa ing abou heal hy ea ing and ood was e.
Resea ch a a uni e si y esiden ial college in New Zealand sugges ed ha p e-o de ing ood can be an e ec i e
in e en ion echnique which suppo s hedonism alue h ough p o iding consume s’ p e e ed meal op ion (Mi osa
e al., 2016). O he s udies sugges adding o he p e-booking o ood imp o ing he accu acy o meal o ecas s be o e
cooking and o e ing lexible po ions (Fe ei a e al., 2013). In con as , Buzby e al. (2002) sugges pla e was e could
be educed by imp o ing ood quali y as well as be e adap ing se ing sizes o s uden s’ appe i es. Simila ly, Gu h ie
(2002) concluded ha inc easing meal lexibili y esul s in educed ood was e.
In e es ingly, Chapman (2017) sugges ed ha whene e ecess was held be o e lunch ime ins ead o a e wa ds, in
a phenomenon desc ibed as e e se ecess, pla e was e is educed; simila ly, Be gman (2004), om his esea ch in
elemen a y school lunches, added o his conclusion he ac ha nu ien consump ion inc eases when child en ha e
mo e ime o ea . Finally, wi h ega d o he in as uc u es and a ailable esou ces, ay- ee dining has also been
poin ed ou by esea che s (e.g. Fe ei a e al., 2013; Whi ehai e al., 2013) as a educ ion measu e, oge he wi h
enhancing he numbe and he ole o ca egi e s.
3. Objec i es
Al hough he e a e qui e a ew s udies pe o med by schola s on he issue o ood was e (FW) a school can eens,
li e a u e is oo scan y o analyse how he managemen o he school can een can help school leade s in hei pa h
owa ds building mo e sus ainable schools. In o de o shed ligh on his issue, we pe o med esea ch wi h he
ollowing goals:
1.- To unde s and he le el o awa eness on FW gene a ed a school can eens and whe he ood was e gene a ion
is ela ed o he sus ainable pe o mance o he school.
2.- To unde s and o wha ex en schools a e cu en ly applying in e en ions ha minimise ood was e a hei
can eens.
3.- To unde s and he di e en ypologies in which schools can be ca ego ized and o p io i ise a sho lis o ood
was e educ ion in e en ions based on hei po en ial applicabili y/accep abili y by each ype o school.
4. Ma e ials and Me hods

5
4.1. Me hods
Quan i a i e esea ch me hods we e used o espond o he abo e-men ioned esea ch objec i es, dis ibu ing a sel -
comple ed ques ionnai e sen by email o 5,441 school head eache s in Spain, co e ing he whole school uni e se
o bo h p i a e and public, p ima y and seconda y schools in Ca alonia. The ques ionnai e was p e es ed on a small
numbe o esponden s (3 head eache s) o iden i y he po en ial p oblems and o elimina e hem. The inal esea ch
sample was subsequen ly chosen om o icial open access da abases and he su ey was sen o all he schools in
he da abase. E-mails including a link o he ques ionnai e we e sen ou in Feb ua y 2016. We ecei ed 548 alid
esponses ou o which we used 420 (77%) o ou esea ch. These we e chosen gi en he use ulness o ou esea ch
objec i es in esponses om schools which o e ed dining se ices o hei s uden s. Thus, 128 esponses we e
pu posely excluded as hese schools did no o e can een se ice o hei s uden s.
4.1.1 Measu es
Being Global Repo ing Ini ia i e (GRI) s anda ds (GRI, 2016) he mos commonly accep ed me ics (Székely and
Kni sch, 2005; Willis, C. A., 2003), GRI c i e ia we e ollowed o in es iga e a which s age in he pa h owa ds
sus ainabili y he schools we e. Al hough he e is s ill a deba e on which a e he bes guidelines o ollow when
measu ing he sus ainable pe o mance in he public and hi d sec o , and despi e hei cu en lack o aking up GRI
guidelines (a leas no as o en as in he p i a e sec o ), using hem ep esen s an oppo uni y o achie e mo e
(Dumay e al., 2010). Ques ionnai e i ems we e de eloped using GRI c i e ia, aiming o measu e whe he
head eache s conside hei ins i u ions as ha ing a clea and consis en sus ainabili y s a egy and o wha ex en
hey de o ed e o s and esou ces o educing hei en i onmen al impac . Mo eo e , a lis o di e se po en ial
ac i i ies was p epa ed and es ed o con i m he le el o ma u i y o he school wi h ega d o sus ainabili y. These
ac i i ies included o ins ance he g ade o which he school de o es e o s and esou ces o educe he consump ion
o ene gy and wa e , o o p omo e social causes and olun ee ism, among o he s.
Fu he mo e, p e ious esea ch sugges s ha di e en ac o s a e in ol ed in he gene a ion o ood was e (Be e a
e al., 2013) and ha di e en beha iou s esul in di e en amoun s o ood was ed. The e o e, ood was ing was
measu ed wi h h ee a iables: pe cei ed amoun o ood was ed; le el o in ol emen o he di e en playe s in
educing ood was e and who is conside ed esponsible o ood was e educ ion measu es. Finally, he ood was e
educ ion ini ia i es included in he ques ionnai e we e chosen based on an ex ensi e li e a u e e iew (36 scien i ic
pape s we e analysed). The ini ia i es we e classi ied in h ee ca ego ies based on hei scope (De qui, Fe nandez,
& Fayos, 2018): he i s ca ego y, in e en ions ela ed o inc easing awa eness on he opic; he second,
in e en ions ha equi e modi ying ope a ional issues; and he hi d, hose ela ed o in as uc u es and esou ces.
O e all, he ques ionnai e consis ed o i e sec ions and 78 i ems and was sel -adminis e ed by he esponden s.
The comple e ques ionnai e is included in Appendix 1. In sec ion one, we asked o pe sonal (name and posi ion o
he esponden ) and ins i u ional in o ma ion (numbe o pupils, whe he he school had a can een, and whe he i
had a sus ainabili y ce i ica ion o any ype). Sec ion wo included ques ions on how he can een was managed, he
numbe o s uden s ha ypically used i , and whe he hey pe o med ood was e audi s. Sec ion h ee aimed a
unde s anding he school’s engagemen owa ds sus ainabili y, including ques ions ela ed o he amoun o
esou ces and e o dedica ed o sus ainabili y issues. This sec ion included ele en 5-poin Like scale ques ions
conce ning he deg ee o which head eache s hough he school was engaged wi h sus ainabili y. Th ee o he
ques ions (CS1 o CS3) conce ned gene al aspec s ela ed o co po a e sus ainabili y (CS), ou ques ions (ES1 o
ES4) delimi ed he cha ac e is ics o he ins i u ion’s en i onmen al sus ainabili y (ES) p o ile, and ano he ou
ques ions de e mined he social sus ainabili y (SS) p o ile (SS1 o SS4). Sec ion ou aimed a unde s anding school
6
pe spec i es on ood was e (FW), ying o asce ain how ele an he issue is in hei ins i u ion as well as who hey
conside esponsible o he e o o educing was e. In his sec ion, wel e Like scale ques ions (FW1 o FW12)
we e used. The Like scales in bo h sec ion 3 and 4 we e 5-poin scales whe e 1 was “I do no ag ee a all” and 5
was “ o ally ag ee”. Finally, in sec ion i e, se e al in e en ions we e lis ed and esponden s had o g ade hem using
a 5-poin Like scale based on how in e es ing, and applicable, hey pe cei ed he in e en ion o be in hei school
se ing, whe e 1 indica ed “I do no hink his is in e es ing a all”, and 5 was “We should de ini i ely implemen i in
my school”. In cases whe e he ini ia i e was ac ually being implemen ed a ha ime a he school, he esponden
could answe “cu en ly implemen ed” ins ead o using he anking scale. Al hough he ques ionnai e was sen in
Spanish and Ca alan languages, in his pape we ha e included an English ansla ion in Appendix 1.
On op o asking abou he in e iewees’ gene al in e es on applying measu es o educe ood was e in gene al
(S1), 14 conc e e in e en ions we e included in sec ion 5 in ou ques ionnai e, as shown in Table 1.
Table 1 Food Was e In e en ions ound in he li e a u e
Typology In e en ion Au ho
Awa eness
Pla e was e awa eness campaigns add essing pupils (Engs öm and Ca lsson-Kanyama,
2004)
Ki chen was e awa eness campaigns add essing s a (Be z e al., 2015)
Im
p o e aining o ca e ake s on ood was e and
sus ainabili y
(De qui e al., 2018)
Cos es ima ions o Food Was e (W ap, 2011)
F ui peeling wo kshops ( eaching he younges on how
o p ope ly peel ui o minimise was e)
(De qui e al., 2018)
Ope a ions
Modi ied ime ables so ha he e is a ecess be o e lunch
(Chapman e al., 2017)
Longe lunch imes (Be gman e al., 2004)
Imp o e ki chen – school communica ion, o be able o
be e adjus cooked ood o eal needs
(De qui e al., 2018)
Flexible po ions (Gu h ie and Buzby, 2002)
Op ional side dishes (Gu h ie and Buzby, 2002)
Limi ing a ailabili y o b ead (Gu h ie and Buzby, 2002)
In as uc u e
s &
Resou ces
Imp o ed can een a mosphe e by noise educ ion (W ap, 2011)
Facili a ing school compos o ood dona ions (W ap, 2011)
Inc ease he numbe o ca e ake s (Waling and Olsson, 2017)
7
5. Resul s
5.1 Demog aphics
The s udy a ge popula ion consis ed o P ima y and Seconda y Educa ion Schools in Ca alonia, Spain. A o al o
82% (n = 346) esponden s had a op managemen ole in he school (Di ec o / Head eache ); 7% (n = 28) we e
esponsible o he managemen o he can een and he es had adminis a i e o pedagogical oles in he school
(Head o s udies/Adminis a ion), as shown in Table 2.
Mos o he schools in ou sample (76%) we e public while he es we e p i a e. By numbe o s uden s, 23% o he
cen es in he s udy sample we e big schools (o e 400 s uden s), 38% we e medium schools (be ween 200 and 400
s uden s) and 39% we e small schools ( ewe han 200 s uden s), as shown in Table 2. The a e age numbe o
s uden s dining daily in he school can een in ou sample was 125, wi h 20 schools wi h o e 400 pupils ea ing a
school daily, 179 be ween 100 and 399 and 219 se ing ood o below 99 s uden s on a e age.
Table 2. Sample p o ile (in %)
Can een Business Model Responden Role a School Size o Schools (Numbe o
S uden s)
In si u ki chen 63 % Top Managemen 82% Mean (SD) 263 (362)
Cooked ou side 38% Adminis a ion 11% Up o 200 39%
Numbe o s uden s dining a
School Can een Manage 7% O e 400 23%
Mean (SD)
125(143)
200 – 400
38%
5.2 School App oach on Sus ainabili y
5.2.1 Fea u e Selec ion me hod and School Sus ainabili y
Fea u e selec ion me hods aim o c ea e a mo e accu a e p edic i e model based on a la ge da ase . Independen
a iables a e la en cons uc s measu ed h ough he su ey i ems. To ind he mos in luen ial combina ions o inpu s,
a ac o analysis was conduc ed aiming o educe complexi y. A e educing he numbe o a iables, he esul ing
simple model is easie o unde s and and explain. Conc e ely, we applied a il e me hod (Guyon, 2003) which
consis s on selec ing subse s o a iables as a p e-p ocessing s ep, independen ly o he p edic ion pe o mance o
he model. Acco dingly, we il e ed each cons uc compu ing he In e nal Consis ency Reliabili y (ICR) as measu ed
by C onbach alpha ac o (see Table 3). By e alua ing he sco es, we de e mined i some i ems a e o be kep o
emo ed om he da ase in o de o sa is y he con en ional h esholds o 0.7 o C onbach alpha (Pe e son, 1994).
Resul s in Table 3 show ha he i ems do no p esen any ou lie and a e con e gen ( alid) o he cons uc s hey
measu e.
Table 3: Fea u e Selec ion echnique
Cons uc s
Va iable
Abb e ia ion
Combined i ems
Fac o analysis
Sugges ed In e en ions
SI
S1 o S17
ICR = 0.83
8
School en i onmen al
sus ainabili y e o s
ES
ES1 o ES5
ICR = 0.84
School social sus ainabili y
e o s
SS
SS1 o SS4
ICR = 0.74
When asked whe he hey pe cei ed he school o ha e a clea s a egy on sus ainabili y (I em CS1), ou esponden s’
a e age g ade was 3.2, as shown in Table 4. We can in e om hese answe s ha school head eache s a e qui e
con iden wi h he sus ainabili y pe o mance o he schools led by hem. Wi h ega d o sus ainabili y ce i ica ions
(I em I4), 36% (n = 152) schools ga e a posi i e answe o he ques ion on whe he hey had a sus ainabili y o
en i onmen al ce i ica ion o any kind. Fu he mo e, esul s sugges ha school head eache s pe cei e hei schools
as being mo e engaged in en i onmen al sus ainabili y han in social o co po a e sus ainabili y, as he a e age g ade
o en i onmen al i ems (ES mean = 4.53) was highe han o social sus ainabili y issues (SS mean = 3.46). On a
di e en ma e , he majo i y o school manage s ag ee on he pedagogical pu pose o school lunches (FW1 mean =
4).
Table 4: Means and S anda d De ia ion o Sco es o School Sus ainabili y
Mean S anda d De ia ion
CS1: Clea Sus ainabili y S a egy 3.21666667 1.07619427
CS2: Ahead o o he Schools 2.69285714 1.03561699
ES: En i onmen al Sus ainabili y 4.53869048 1.83816288
SS: Social Sus ainabili y E o s 3.46071429 1.78358141
FW1: Can een in Educa ional P ojec 4.00238095 1.12574305
5.2.2 The issue o Food Was e
Wi h ega d o ood was e p oduced a he can een (Table 5), consis en ly wi h he li e a u e, school manage s do
no hink he can eens gene a e a lo o ood was e: he a e age g ade o he ques ion “Do you ag ee wi h he
s a emen : a lo o ood is was ed in he school can een?” (I em FW2) was only 2.3. A he same ime, he mean
answe o whe he he amoun o ood cooked is usually g ea e han needed was low (FW4 mean = 2.6). Mo eo e ,
ou esponden s mos ly ag eed wi h he s a emen “Child en usually comple ely inish he ood on hei dishes” (FW3
mean = 3.9). We can in e om hese esul s ha school head eache s’ awa eness on ood was e is low, a ac ha
we connec o i s low isibili y, as concluded by De qui e al. (2016) as well as o head eache s no being close o
whe e was e is p oduced (US Gene al Accoun ing O ice, 1996).
Table 5: Means and S anda d De ia ion o Sco es o Food Was e Managemen
MEAN S anda d De ia ion
FW2: A lo o FW is gene a ed 2.2952381 1.03332362
FW3: Mos pupils ea e e y hing 3.9 0.88987945
15
schools can be spli in o 4 clus e s whe e he la ges one ( he Ac i is s) ou pe o ms in all sus ainabili y issues while
he smalles g oup is ou o scope. We may conclude ha Spanish schools a e la gely engaged in sus ainabili y
issues al hough his does no o en include can een ood was e educ ion. This esul echoes p e ious esea ch:
school head eache s do no conside ood was e o be a ele an issue in hei can eens, despi e he esul s o
nume ous quan i ica ions done by schola s a school can eens. School leade s a e no conce ned abou FW because
hey a e no awa e o i being a ele an issue, while schola s ag ee on he ac ha a lo o ood is was ed. We
sugges ha inc easing school managemen ’s isibili y and awa eness on he issue o ood was e would esul in a
s ep o wa d o schools on hei pa h owa ds sus ainabili y.
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Appendix 1: Su ey Ques ionnai e
SECTION 1: Ins i u ional In o ma ion
I1
Name o he pe son answe ing he su ey: (No
obliga o y)
I2
Posi ion (Role)
I3
Numbe o s uden s (P ima y g ade s/Seconda y
g ade s)
I4
Do you ha e any en i onmen al ce i ica ion?
Yes/No/In p ocess
I5
I Yes, which one?
I6
Is he e a can een a he school?
Yes /No
SECTION 2: Can een Managemen & Facili ies
CM1
Is he managemen o he can een ou sou ced?
Yes, ou sou ced o a ca e ing company/Yes,
bu no o a ca e ing i m/No, i is managed by
he school
CM2
How is ood supplied in he school?
The school has an on-si e ki chen/The ood is
b ough p epa ed bu cold and is hea ed a he
school/The ood is b ough p epa ed, ho and
eady o se e
CM3
Is he e a pe son wi h he speci ic posi ion o head o
he can een o simila ?
Yes, he e is a pe son solely de o ed o
managemen o he can een/Yes, he e is a
can een manage who also has o he du ies/No
18
CM4
Who a e he people who supe ise he pupils in he
can een?
Teache s/Supe iso s jus o he
can een/O he s (please indica e
CM5
The a e age numbe o p ima y school pupils who ea
each day in he school is
CM6
The a e age numbe o supe iso s moni o ing he
p ima y school meals is
CM7
The a e age numbe o seconda y school pupils who
ea each day in he school is
CM8
The a e age numbe o supe iso s moni o ing he
seconda y school meals is
CM9
The school has a sel -se ice line
Yes/No
CM10
The pupils go o he sel -se ice lines o se e
hemsel es.
Yes/no/depends on he age
CM11
Food is se ed o he pupils a he ables
Yes/No
CM12
Pla es a e used ins ead o p e o med ays
Yes/No
CM13
Pupils can choose be ween mo e han one op ion o
each dish
Yes/No
CM14
Pupils can choose i hey wan a side dish
Yes/No
CM15
Pupils ha e he op ion o aking b ead
Yes/No
CM16
A e measu emen s o ood was e ca ied ou in he
school?
Yes, on a egula basis by he ca e ing
company/Yes, on a egula basis on he
school´s own ini ia i e/No, ne e
SECTION 3: School Sus ainabili y
CS1
Ou school has a clea and consis en sus ainabili y
s a egy
1-5
CS2
Ou school is ahead o o he schools on sus ainabili y
issues
1-5
ES1
Ou school de o es e o s and esou ces o minimising
he school´s en i onmen al oo p in
1-5
ES2
The school de o es e o s and esou ces o educing
ene gy consump ion
1-5
ES3
The school de o es e o s and esou ces o educing
he consump ion o pape
1-5
ES4
The school de o es e o s and esou ces o educing
he consump ion o wa e
1-5
ES5
The school de o es e o s and esou ces o educing
ood was e
1-5
SS1
The school de o es e o s and esou ces o p omo ing
olun ee ing among pupils
1-5
SS2
The school de o es e o s and esou ces o
collabo a ion wi h NGOs
1-5
SS3
The school de o es e o s and esou ces o social
causes in he school´s a ea
1-5
SS4
The school de o es e o s and esou ces o sa is ying
he needs o he mos ulne able o hose a isk o
exclusion
1-5
SECTION 4: Food Was e
FW1
The can een is pa o he school´s educa ional p ojec
1-5
FW2
A la ge amoun o ood was e is p oduced in he
can een
1-5
FW3
Mos o he pupils ea e e y hing hey a e se ed
1-5
FW4
No mally mo e po ions a e p epa ed han a e needed
1-5
FW5
Families a e e y in ol ed in educing ood was e a
school
1-5
FW6
The ca e ing company is e y in ol ed in educing ood
was e a school
1-5
19
FW7
School managemen is e y in ol ed in educing ood
was e a school
1-5
FW8
The Regional Go e nmen o Ca alonia is e y in ol ed
in educing ood was e a schools
1-5
FW9
Pa en s a e esponsible o educa ion abou ood
1-5
FW10
The school is esponsible o he amoun o ood
was ed in he can een
1-5
FW11
The ca e ing company is esponsible o he amoun o
ood was ed in he can een
1-5
FW12
The Regional Go e nmen should apply measu es and
egula ions in o de o educe ood was e in schools
1-5
SECTION 5: Sugges ed In e en ions
S1
Apply measu es in o de o educe ood was e in my
school
1-5/Cu en ly applied
S2
Ca y ou egula measu emen s o he ood h own
away in my school
1-5/Cu en ly applied
S3
Reliably es ima e he inancial cos o ood was e
1-5/Cu en ly applied
S4
P omo e awa eness aising p og ammes o pupils in
o de o encou age hem o lea e less le o e s on hei
pla e
1-5/Cu en ly applied
S5
P omo e awa eness p og ammes o employees in
o de o educe was e in he ki chen
1-5/Cu en ly applied
S6
Change ime ables so ha he e is a b eak ime be o e
lunch
1-5/Cu en ly applied
S7
Ex end he a ailable ime o ea ing
1-5/Cu en ly applied
S8
In oduce ui peeling wo kshops ( each he li le ones
o ully make he mos o ui )
1-5/Cu en ly applied
S9
Imp o e school - can een communica ion in o de o
mo e closely adjus he amoun cooked o he planned
numbe o dine s
1-5/Cu en ly applied
S11
Make po ion sizes lexible
1-5/Cu en ly applied
S12
Allow he side dish o be op ional
1-5/Cu en ly applied
S13
No allow child en o ake b ead un il hey ha e inished
hei s a e
1-5/Cu en ly applied
S14
Reduce noise in he can een and c ea e a mo e
pleasan a mosphe e
1-5/Cu en ly applied
S15
Facili a e compos ing in he school and he dona ion o
ood
1-5/Cu en ly applied
S16
Inc ease he numbe o can een supe iso s
1-5/Cu en ly applied
S17
Make he can een supe ision p o essional
1-5/Cu en ly applied