Food Environment Assessment in Primary Schools Before the Implementation of Mexico’s 2025 School Food Guidelines: A Mixed Method Analysis

TL;DR

Mexican primary schools have high availability of unhealthy foods and limited access to safe water, with barriers to implementing new school food guidelines.

Contribution

Mixed-method analysis of school food environments in Mexico before new guidelines, revealing structural and economic barriers to healthier food policies.

Findings

High availability of ultra-processed foods and sugar-sweetened beverages in Mexican schools.

School cooperatives depend economically on selling unhealthy foods, and infrastructure is insufficient for healthy food provision.

Interviewees identified resistance from parents and students as a major barrier to implementing healthier eating policies.

Abstract

What are the main findings?
There is high availability and consumption of ultra-processed foods (UPFs) and sugar-sweetened beverages (SSBs), and limited access to safe drinking water in Mexican schools.Principals and teachers are aware of the School Food Guidelines (SFGs) but recognize barriers to their implementation, such as resistance from parents and students to adopting healthier eating habits, the economic dependence of school cooperatives on the sale of UPFs, and insufficient infrastructure in public schools to support the preparation and sale of nutritionally adequate foods.

There is high availability and consumption of ultra-processed foods (UPFs) and sugar-sweetened beverages (SSBs), and limited access to safe drinking water in Mexican schools.

Principals and teachers are aware of the School Food Guidelines (SFGs) but recognize barriers to their implementation, such as resistance from parents and students to adopting healthier eating habits, the economic dependence of school cooperatives on the sale of UPFs, and insufficient infrastructure in public schools to support the preparation and sale of nutritionally adequate foods.

What are the implications of the main findings?
Reinforce comprehensive and sustainable strategies for the proper implementation of SFGs that include schools, families, and the community, and establish a system to monitor the implementation of SFGs.Invest in school infrastructure that allows for the provision of healthy food and safe drinking water.

Reinforce comprehensive and sustainable strategies for the proper implementation of SFGs that include schools, families, and the community, and establish a system to monitor the implementation of SFGs.

Invest in school infrastructure that allows for the provision of healthy food and safe drinking water.

Background: Childhood obesity and being overweight represent a global public health challenge; the consumption of sugar-sweetened beverages (SSBs) and ultra-processed foods (UPFs) contributes to this problem. In Mexico, public health policies have been implemented to improve school food environments. Objective: To assess the school food environment before the implementation of the guidelines for the preparation, distribution, and sale of food and beverages (SFGs) in three primary schools in Mexico City. Methods: A cross-sectional mixed method study was conducted, including structured non-participatory observation of selling points outside and inside of schools, and availability of drinking fountains and lunchboxes contents. A food waste audit assessment was performed to identify the most frequently consumed products, main ingredients, front-of-package labels, and colorants. Additionally, 23 semi-structured interviews were conducted with school authorities, teachers, and food vendors. Results: SSBs and UPFs selling points were observed outside and inside in public schools, while in private schools, only inside, with use of delivery food apps. Public schools lacked functional drinking fountains. A total of 345 food waste items were collected across the schools, of which 46.3% were SSBs and 53.7% were UPFs. The main ingredient was sugar (15.6%), the principal front-of-package was excess sugar (37.5%), and the most frequently used colorants were red 40 (25.1%). Interview participants reported awareness of the SFGs; however, they identified barriers such as resistance from parents and students and the economic dependence of school cooperatives on UPFs sales. Conclusions: These findings highlight structural and economic challenges for the effective implementation of public policies promoting healthier school food environments.

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