A new national polling report has revealed widespread public support for food education in England’s schools, but warns that provision remains fragmented and unequal, with significant implications for delivery and facilities planning.
The report, Hungry for Change, published by The School of Artisan Food’s Best Food Forward programme with research from Public First, surveyed more than 2,000 parents and 2,000 young people aged 11–18. It found that 97% of parents and 91% of young people consider cooking healthy meals and making good food choices to be essential life skills.
However, fewer than half (48%) of young people report receiving any dedicated curriculum time for food education. Access declines sharply with age, dropping from 56% among 11–12 year olds to just 32% among 17–18 year olds.
The findings point to significant inequality in provision. Pupils from households earning under £45,000 are 24 percentage points less likely to receive dedicated food education compared to those from six-figure income households (41% versus 65%). State comprehensive pupils are also less likely to receive food education than those in private schools (46% versus 70%). Regional variation is marked, with 58% of young people in London reporting access, compared to just 40% in Yorkshire and the Humber.
For facilities and procurement professionals, the report raises questions around the availability, quality and resourcing of food technology classrooms, equipment and specialist teaching space, particularly as government investment in school food provision expands through breakfast clubs and revised food standards.
The authors argue that without embedding high-quality food education alongside increased food provision, long-term health and independence outcomes may not be realised. Only 22% of parents believe children nationally can prepare meals well from fresh ingredients.
The report calls for food education to be extended as a core subject across Key Stages 1–4, for multi-academy trusts and local authorities to appoint dedicated food education leads, and for the restoration of a Food A-level pathway.
With strong public backing but inconsistent delivery, the report concludes that national action is required to ensure all pupils can “Learn it, See it, Live it”, embedding food education across curriculum, culture and school practice.
