School feeding in low-income countries

The World Bank defines school feeding programs as "targeted social safety nets that provide both educational and health benefits to the most vulnerable children, thereby increasing enrollment rates, reducing absenteeism, and improving food security at the household level." In addition to enhancing access to food, these programs positively affect nutritional status, gender equity, and educational outcomes. This can contribute to the a country's overall advancement and human development.

While school meals are provided by governments of most high- and middle-income governments around the globe, the children who may benefit the most from school feeding programs often live in low-income countries that lack government-supported school meals. School feeding in low-income countries is typically initiated through funding from international organizations such as the United Nations World Food Programme, the World Bank, or national governments through programs such as the McGovern-Dole International Food for Education and Child Nutrition Program. However, some governments first establish their own school-feeding programs and later request assistance from these organizations. Many countries have also "graduated" from their dependence on foreign assistance by restructuring their programs to be country-led and self-supported.

As of 2020, school feeding programs were present in at least 22 low-income countries and 33 lower-middle-income countries. However, these programs often have limited reach within each country, and the overall school feeding coverage – the share of school-age children receiving meals – tends to increase with income level. In low-income countries, 10% of children benefit from school feeding programs, compared with 27% in lower-middle-income countries, 30% in upper-middle-income countries, and 47% in high-income countries. Although school feeding programs are widespread, they vary considerably in design, implementation, and evaluation. Consequently, literature reviews and studies frequently focus on only a few countries, since comparing programs across different contexts can be challenging.