Peer-reviewed article
"I do feel a lot of guilt about the lunchboxes": Exploring caregiver perceptions and experiences of packing school lunches.
Seow C, Johnson BJ, Black JL, Middleton G ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This qualitative study explores how Australian caregivers experience packing school lunches for children aged 5-11 years. Twelve interviews with mostly university-educated, employed women revealed that lunchbox packing involves significant cognitive, physical, relational and emotional work. Caregivers reported feeling guilty and pressured to meet idealized nutrition standards while balancing multiple competing demands with limited support.
Key points
- Caregivers experience substantial emotional load and guilt about packing school lunches, feeling they must justify their approaches
- Lunchbox packing involves complex cognitive, physical and relational labour that is undervalued and underrecognized
- Caregivers navigate multiple pressures from societal expectations, logistical challenges, and children's food preferences simultaneously
- Most participants were university-educated, employed women, suggesting the study sample may not represent all caregiver demographics
- The study identifies need for systemic approaches to better support caregivers in feeding children on school days
Limitations
This qualitative study with 12 highly educated, employed women from South Australia cannot be generalized to diverse caregiver populations or other countries. The research explores caregivers' perceptions and emotional experiences but does not measure actual nutritional outcomes for children or test any intervention to reduce caregiver burden.
Abstract
Purpose The absence of school-provided meals in Australia means caregivers are responsible for providing school lunches, which are a key contributor to children's overall diet. While packing school lunchboxes requires physical, cognitive, relational and emotional labour, there has been little investigation about Australian caregivers' understandings of these processes. This study therefore aimed to explore these perceptions, experiences and beliefs surrounding school lunchbox practices. Methods Qualitative phenomenological study using semi-structured interviews with South Australian caregivers of children aged 5-11 years. Interview questions explored experiences, perceptions and decision-making processes related to packing school lunches. Demographic data were collected via surveys. Interview transcripts were analysed using reflexive thematic analysis. Results Twelve semi-structured interviews were conducted with women (mean age: 42 years), most holding a university degree or higher (n = 11), employed outside the home (n = 11), and caring for an average of two children aged <1-19 years. Three themes were generated collectively highlighting the complexities of lunchbox packing including: 1) the cognitive, physical and relational work of lunchbox packing; 2) managing the ideal lunch, and 3) the emotional load of lunchbox packing. Conclusion This study highlights the significant demands of lunchbox packing, as caregivers navigate multiple pressures from societal expectations, logistical challenges, and children's preferences with limited support. Participants found measuring up to lunchbox ideals challenging, feeling they must justify and manage their approaches accordingly. These findings emphasise the need for systemic approaches to better recognise and support the undervalued and complex work required to feed children on school days.