Mohammad Hanief
Children in Jammu and Kashmir spend a significant portion of their day in school, whether in government-run institutions, private schools, or religious and community-based educational setups. Many students rely on school meals, canteens, nearby vendors, or packed lunches brought from home. These food environments collectively influence children’s dietary choices.
As concerns around childhood nutrition intensify worldwide, schools are increasingly being recognised as pivotal spaces where long-term eating habits take shape. The World Health Organization’s recently issued global guidelines on healthy school food environments underscore this reality, calling on governments and educational institutions to take decisive steps to ensure that food available to children during school hours supports their health, learning, and future well-being. For Jammu and Kashmir, where schools remain one of the most consistent public institutions in children’s lives, the message carries particular weight.
The region is witnessing a changing nutritional landscape. While undernutrition and micronutrient deficiencies persist among children from economically vulnerable households, especially in rural and remote areas, an increasing number of school-going children are being exposed to diets high in sugar, salt, and unhealthy fats. The growing availability of packaged snacks, sugary beverages, and fast foods, combined with reduced physical activity, has begun to reshape childhood health patterns. Schools now sit at the centre of this emerging challenge.
Globally, childhood obesity has overtaken underweight among school-aged children for the first time, reflecting a profound shift in dietary habits and food systems. Though comprehensive regional data remains limited, similar trends are becoming visible in parts of Jammu and Kashmir, particularly in urban and semi-urban areas. These developments are not merely health concerns but have broader implications for education, productivity, and public expenditure in the years to come.
The WHO guidelines stress that schools must go beyond isolated nutrition lessons or occasional awareness programmes. Instead, they call for a whole-school approach, where every aspect of the school food environment reinforces healthy choices. This includes meals provided under government schemes, food sold in canteens, items available near school premises, and the informal food culture shaped by peers and routines. When unhealthy foods dominate these spaces, efforts to promote nutrition through textbooks or classroom instruction lose credibility.
Government schools in Jammu and Kashmir already play a critical role through school meal programmes, which have improved enrolment, attendance, and food security for many children. These initiatives remain a cornerstone of child welfare, particularly for students from low-income families. However, ensuring consistent nutritional quality across districts remains a challenge. Variations in menu planning, food diversity, preparation practices, and monitoring can affect the overall impact of these programmes.
The WHO guidelines offer an opportunity to strengthen existing systems by focusing on balanced diets, appropriate portion sizes, and reduced reliance on excessive oil, salt, and sugar. Greater use of locally available foods can improve both nutritional value and sustainability. Traditional staples, pulses, vegetables, dairy products, and seasonal produce can be incorporated more systematically, making meals healthier while supporting local economies.
Food safety and hygiene are equally important. Poor handling or storage of food can undermine the benefits of school meals and raise legitimate concerns among parents. Strengthening oversight, training staff, and ensuring basic infrastructure can go a long way in improving trust and outcomes.
Private schools, which educate a significant share of children in Jammu and Kashmir, have an equally important responsibility. Many operate canteens or allow vendors near school premises, often without clear nutritional standards. As a result, children are frequently exposed to highly processed foods and sugary drinks during school hours. Over time, these patterns normalise unhealthy choices and influence preferences beyond the school environment.
The WHO guidelines emphasise that all schools, regardless of management, must actively shape food environments that make healthier options the easier and more attractive choice. This involves setting clear school-level food policies, regulating what is sold on campus, and engaging parents in promoting nutritious lunchboxes. Consistency between school messaging and practice is essential if children are to internalise healthy habits.
Rather than relying solely on restrictions, the guidelines highlight the value of subtle, evidence-based strategies that guide behaviour. Small changes in food placement, presentation, and affordability can influence children’s choices without removing autonomy. Ensuring easy access to clean drinking water, prioritising healthier foods in visible locations, and avoiding the promotion of unhealthy products can collectively make a meaningful difference.
Yet policies and good intentions alone are insufficient. Effective monitoring and enforcement remain critical. International experience shows that while many regions adopt school food policies, far fewer succeed in regulating the marketing and availability of unhealthy foods around schools. In Jammu and Kashmir, vendors selling packaged snacks and sugary drinks are a common sight near school gates. Addressing this issue requires coordinated action by education authorities, local administrations, and municipal bodies.
Nutrition education must also be strengthened. When children understand the relationship between food, energy, learning ability, and long-term health, they are better equipped to make informed choices. Integrating practical nutrition education into school curricula, supported by teacher training and community involvement, can reinforce healthy behaviours. Schools can also serve as platforms for reaching families, extending the impact beyond the classroom.
Equity lies at the heart of the WHO’s recommendations. For many children in Jammu and Kashmir, particularly those from marginalised communities, school meals may represent the most reliable source of nutritious food in a day. Improving school food environments is therefore not only a public health measure but also a step towards reducing social and educational inequalities. Well-nourished children are more likely to attend school regularly, concentrate better, and achieve improved learning outcomes.
Local adaptation will be key to successful implementation. Jammu and Kashmir’s diverse geography, climate, and food traditions demand context-specific solutions. Drawing on local dietary practices and seasonal availability can help design school food programmes that are culturally acceptable, nutritionally sound, and economically viable.
The WHO has committed to supporting governments in adapting these guidelines through technical assistance and knowledge-sharing. For Jammu and Kashmir, this support can complement national initiatives and encourage collaboration between health authorities, education departments, school managements, and civil society organisations. Such coordination is essential to ensure that policy commitments translate into meaningful change on the ground.
Ultimately, schools in Jammu and Kashmir are uniquely positioned to act as agents of change in addressing malnutrition in all its forms. By shaping daily food environments and reinforcing positive behaviours at a formative stage of life, schools can influence not only individual health outcomes but also the long-term well-being of society.
Ensuring healthy food in schools is an investment in the region’s future. When children are well-nourished, they learn better, grow healthier, and are better prepared to contribute productively to society. The WHO guidelines serve as a timely reminder that education extends beyond classrooms and curricula. It includes creating environments that protect children’s health, dignity, and right to a better future.
(The author is a senior analyst)
