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dc.contributor.authorChambers, Stephanieen_UK
dc.contributor.authorBoydell, Nicolaen_UK
dc.contributor.authorFord, Allisonen_UK
dc.contributor.authorEadie, Douglasen_UK
dc.description.abstractIn 2014/15, Universal Free School Meals (UFSM) were introduced in Scotland and England for children in their first three years of primary school. This study examined the implementation of UFSM in Scotland using normalisation process theory (NPT), a middle-range theory of implementation, to identify areas of learning for policymakers wishing to introduce or extend similar policies. NPT is predominantly used to evaluate interventions or new technologies in healthcare settings. Qualitative data were collected across Scotland using a case study approach shortly after implementation (n=29 school-level stakeholders) and in the following school year (n=18 school-level stakeholders and n=19 local authority-level stakeholders). Observations of lunchtime in each school were conducted at both timepoints. Data were analysed using a thematic framework approach using NPT constructs and sub-constructs. Results suggested education and catering stakeholders experiences of implementation diverged most around the NPT concepts of coherence, cognitive participation, and reflexive monitoring. Lack of coherence around the purpose and long-term benefits of UFSM appeared to reduce education stakeholders’ willingness to engage with the policy beyond operational issues. In contrast, catering stakeholders identified a direct benefit to their everyday work and described receiving additional resources to deliver the policy. Overall, participants described an absence of monitoring data around the areas of greatest salience for education stakeholders. This study successfully used NPT to identify policy learning around school meals. Policymakers must increase the salience of such intersectoral policies for all relevant stakeholders involved before policy implementation, and plan adequate monitoring to evaluate potential long-term benefits.en_UK
dc.relationChambers S, Boydell N, Ford A & Eadie D (2020) Learning from the implementation of Universal Free School Meals in Scotland using Normalisation Process Theory: Lessons for policymakers to engage multiple stakeholders. Food Policy, 95, Art. No.: 101936.
dc.rightsThis is an open access article distributed under the terms of the Creative Commons CC-BY license (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. You are not required to obtain permission to reuse this article.en_UK
dc.subjectNormalisation Process Theoryen_UK
dc.titleLearning from the implementation of Universal Free School Meals in Scotland using Normalisation Process Theory: Lessons for policymakers to engage multiple stakeholdersen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleFood Policyen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderNHS Health Scotlanden_UK
dc.contributor.affiliationUniversity of Glasgowen_UK
dc.contributor.affiliationUniversity of Edinburghen_UK
dc.contributor.affiliationInstitute for Social Marketingen_UK
dc.contributor.affiliationInstitute for Social Marketingen_UK
dc.relation.funderprojectProcess evaluation of the implementation of universal free school meals (FSM)en_UK
dc.relation.funderrefRef: 2014/15 RE013en_UK
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles

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