Dimensions and Determinants of Sustainable Public School Catering: A Systematic Literature Review

Mounssif, Abderrahim; Saidi, Abdemajid

Review paper

Journal of Sustainable Development Indicators
Volume 1, Issue 4, pp 1-26
DOI: https://doi.org/10.13044/j.sdi.d2.0650

Abderrahim Mounssif , Abdemajid Saidi

Moulay Ismail University, Faculty of Legal, Economic and Social Sciences, Meknes, MEKNES, Morocco

Abstract

Public school catering is a key instrument for promoting the sustainability of food systems, yet its analysis remains fragmented. This research proposes an integrated approach to identify the main determinants and dimensions of its sustainability. It highlights the central role of governance, regarded as the keystone of the system, operating through territorial anchoring. A systematic review, conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method on the basis of 66 studies drawn from Scopus and Web of Science, made it possible to identify four interdependent dimensions: socio-cultural, economic, environmental and governance. The findings indicate that the overall performance of the system depends on the quality of governance, which strengthens territorial anchoring as a lever for sustainable improvement. The study thus proposes an innovative conceptual model and operational guidelines to support public decision-makers in fostering a more resilient and responsible school catering system.

Keywords: Conceptual model, Reflexive governance, Sustainable public school catering, Systematic literature review, Territorial anchoring, Territorial food systems.

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Introduction

Public school catering (PSC) constitutes a strategic policy instrument situated at the crossroads of educational, health, environmental, and economic challenges [1]. Serving more than 459 million children daily across 175 countries [2], it holds an exceptional potential for the concrete implementation of the Sustainable Development Goals (SDGs). By its cross-sectoral nature, PSC simultaneously contributes to the eradication of poverty (SDG 1), food security (SDG 2), health and well-being (SDG 3), and quality education (SDG 4). It also supports gender equality (SDG 5), the reduction of inequalities (SDG 10), responsible consumption (SDG 12), and climate action (SDG 13). This multifunctionality makes it a privileged laboratory for implementing sustainability policies [3].

This role is particularly crucial in a context marked by the limits of the conventional agri-food model, which is largely responsible for climate change and the rise of chronic diseases [4], [5], [6], [7]. In response to these challenges, several international initiatives ‒ such as Brazil’s National School Feeding Programme (PNAE) [8], [9], France’s EGalim Law (Law for the Balance of Commercial Relations in the Agricultural Sector and for Healthy, Sustainable and Accessible Food for All) [10], and Farm-to-School programmes [11], [12] ‒ reflect a global shift towards more sustainable models of PSC.

However, the scientific literature remains fragmented. Existing studies often address the environmental, social, economic, or political dimensions of sustainability in isolation, without proposing an integrated framework. While some recent systematic reviews focus on specific school-based interventions [13], a comprehensive mapping of determinants and their interrelations is still lacking.

The present systematic review aims to fill this gap. It pursues two main objectives. The first is to identify and categorise the dimensions and determinants of sustainable PSC based on the analysis of 66 studies. The second is to propose an innovative conceptual model. This model places governance at the centre of the system as a structuring variable. Territorial anchoring plays a key role as a mediating mechanism through which governance influences sustainability performance. This conceptual framework thus provides a robust foundation for future empirical research and the development of context-appropriate assessment tools, particularly in middle-income settings.

Methodes

To achieve the research objective, a systematic literature review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This type of review was selected because it enables a rigorous and comprehensive analysis of the scientific literature through four key stages: identification, screening, eligibility, and inclusion [14], [15].

Data Sources and Search Strategies

The research question guiding this study was: What are the dimensions and determinants of the sustainability of public school catering? The search keywords used were: ([sustainability OR sustainable development] AND [school catering OR school feeding OR school canteens OR school meals]).

Detailed search strategies were developed for two major interdisciplinary databases, Web of Science and Scopus. These databases were selected for their comprehensive coverage of high-quality, peer-reviewed literature across relevant disciplines, including environmental sciences, nutrition, social sciences, and public policy ‒ deemed sufficient for the scoping purpose of this review. The search was carried out on 7 August 2023. Further details are provided in the Appendix 1.

Inclusion and Exclusion Criteria

The inclusion criteria comprised studies that identified the dimensions and/or determinants of the sustainability of public school catering. No restrictions were applied concerning publication year or language in order to encompass the broadest possible range of existing evidence on the topic. The exclusion criteria were as follows: (i) Letters, conference abstracts, early access publications, proceedings, commentaries, books, book chapters, notes, errata, and conference reports. (ii) Studies not related to catering in public schools. (iii) Studies that did not address the research question.

Study Selection and Data Collection Process

Duplicate records were identified and removed, and all references were managed using Zotero software. The selection process was carried out in two phases. In Phase 1, two reviewers screened the titles and abstracts of all identified references. Articles that did not meet the eligibility criteria were excluded. In Phase 2, the full texts of the remaining articles were reviewed in detail, and only those meeting the inclusion criteria were retained. An independent double-screening of full texts was conducted by the two reviewers using the same criteria. Any disagreement was resolved through discussion. The extracted data were synthesised in Table 1, which included the following information: author (s) / year / country, study objective, dimensions and determinants of sustainable public school catering, main findings, and study limitations.

Risk of Individual Bias in Included Studies

To assess the quality of the studies, regardless of their research methodology, the critical appraisal tools developed by the Joanna Briggs Institute (JBI) [16] were employed. Each study underwent an independent evaluation based on the JBI criteria, which use four possible judgements: “yes”, “no”, “unclear”, and “not applicable”. Studies with a “yes” response score below 70% were excluded from the synthesis due to insufficient methodological rigour. Detailed results of this assessment are presented in the Appendix 2.

Data Analysis

A narrative synthesis approach was adopted to identify and categorise the dimensions and determinants of PSC sustainability. This process involved extracting and classifying the determinants within the emerging dimensional framework, which subsequently informed the development of the conceptual model.

Results

This section presents the main findings of the systematic review, including the study selection process, their geographical and thematic characteristics, and the synthesis of the determinants of PSC sustainability organised around four key dimensions.

Study Selection

In total, 272 studies were identified, with 124 from Web of Science and 148 from Scopus. After the removal of 90 duplicate articles, 182 studies were retained for preliminary analysis. These were screened based on their titles, abstracts, and keywords to assess their relevance. Thirty-one studies were excluded for not meeting the eligibility criteria.

Full-text screening of the remaining 151 studies resulted in the exclusion of 85 articles deemed irrelevant to the research objectives. At the end of this process, 66 studies were retained for the systematic literature review. The PRISMA flow diagram (Figure 1) details this selection process.

Figure 1.

Completed flow diagram summarizing the four steps of the PRISMA method

Characteristics of Studies Included in the Systematic Literature Review

From a geographical perspective, seventeen studies were conducted in Brazil; eight in Spain; six in Italy; five in Sweden; five were international in scope; four in the United Kingdom; three in Ghana; two in Portugal, two in France, and two in Kenya. One study was identified in each of the following countries: South Africa, Germany, Indonesia, India, South Korea, the United States, Bolivia, the Lao People’s Democratic Republic, Finland, and Latin American countries. One study was jointly conducted in Finland and Latvia, and another jointly across Denmark, Finland, Italy, Norway, and Germany.

The analysis of the geographical distribution of studies reveals distinct focal points across regions:

In Latin America, particularly in Brazil, research primarily focuses on the socio-cultural dimension. Studies examine the impact of school catering programmes on food security, poverty reduction, and social inclusion. These works are embedded within well-structured public policy frameworks, such as the National School Feeding Programme (PNAE) [8], [9].
In Europe (Spain, Italy, Sweden, France, the United Kingdom), greater attention is paid to the environmental and governance dimensions. European studies explore the carbon footprint of school meals, food waste reduction, vegetarian menus, and governance mechanisms for integrating local and organic products [17], [18].
In African and Asian countries, the literature primarily highlights educational and nutritional benefits. It also discusses the economic feasibility of school catering programmes. Furthermore, several studies emphasise challenges related to targeting vulnerable populations and ensuring the sustainability of funding [19], [20], [21].

This analysis suggests that research priorities often mirror the developmental challenges and policy frameworks specific to each regional context.

In addition, the majority of publications (49 out of 66) are recent, dating from 2017 to 2023, reflecting the topical nature of this field of study.

As shown in Table 1, the detailed presentation of the main findings of the reviewed studies highlights the dimensions and determinants of PSC sustainability. This analysis underscores the diversity of methodological approaches and geographical contexts, while revealing the recurrence of certain key factors.

Table 1.

Overview of studies included in the systematic literature review

Authors, Year, Country	Study Objective	Dimensions and determinants of sustainable public school catering	Main Results	Study Limitations
1. Kleine and Brightwell, 2015, Brazil	To draw lessons from the Brazilian public procurement programme for school meals	Governance: Strong political commitment, binding regulatory framework (law). Socio-cultural: Participation of local stakeholders, food education.	The Brazilian programme is a successful example of "re-politicisation" of food, using public purchasing power to promote ethical consumption on a large scale.	Lack of ethical mention; limited quantitative analysis.
2. Mistretta et al. 2019, Italy	To measure the global environmental impact of school catering via Life Cycle Assessment (LCA)	Environmental: Identification of "hotspots" (production), reduction of Greenhouse Gas (GHG) and energy.	The food production phase is the main environmental "hotspot", more significant than transport or preparation.	Modelled secondary data; no uncertainty analysis.
3. Batlle-Bayer et al. 2021, Spain	To assess the environmental and nutritional benefits of low-carbon meals in Barcelona schools	Environmental: Plant-based menus to reduce GHG and land use. Socio-cultural: Improved nutritional quality.	46% reduction in GHG emissions and 28% in land use; improved nutritional quality.	Secondary data/proxy; no socio-economic analysis.
4. Essuman and Bosumtwi-Sam, 2013, Ghana	To assess the impact of school meals on access to education in rural areas	Socio-cultural: Improved school attendance; effectiveness depends on good targeting.	Improved school attendance, but effectiveness limited by targeting and implementation issues.	Lack of ethical mention; methodology poorly detailed.
5. Ouda et al. 2019, Kenya	To assess stakeholder capacities in a school meal project	Governance: Participation and capacity building of actors. Economic: Creation of local jobs.	Identification of critical gaps in logistical and financial capacities for sustainable implementation.	Lack of ethical mention; limited sample.
6. Soares et al. 2017, Spain	To analyse practices of purchasing local food in school canteens	Economic: Increased income for local farmers (short supply chains). Environmental: Reduction of food miles.	Mapping the extent of local purchasing; significant differences between regions.	Reporting bias; no control for confounding factors.
7. Borish et al. 2017, Kenya	To assess the impact on community capital	Socio-cultural: Strengthened social ties, women's empowerment. Economic: Job creation. Environmental: Agroforestry practices.	Improved social, human, and financial capital of the community, particularly through women's empowerment.	Social desirability bias; subjectivity.
8. Sonnino et al. 2014, Brazil	To analyse reflexive governance for food security	Governance: "Reflexive" governance, sustainable political commitment.	Reflexive governance (learning, adaptation) is crucial for the success and sustainability of the programme.	Qualitative methodology only; macro perspective.
9. Cervantes-Zapana et al. 2020, Latin American countries	To identify and prioritise benefits of purchasing from family farming	Economic: Increased and stabilised incomes, formalisation. Socio-cultural: Strengthening of organisations (cooperatives).	Prioritisation of economic benefits (incomes, formalisation) and socio-organisational benefits (strengthening cooperatives).	Lack of ethical mention; risk of researcher influence.
10. De Laurentiis et al. 2017, England	To quantify the contribution of school meals to climate change and water use	Environmental: Reduction of carbon and water footprint; identification of impactful products (meat, milk).	Carbon footprint of 1.6 Mt CO₂ eq/year and water footprint of 21.3 km³/year; meat and dairy as main contributors.	2009 data; aggregated water footprint.
11. Harris et al. 2012, USA	To synthesise knowledge on access to healthy and local food	Governance: Institutional commitment, coordination between services. Economic: Development of short supply chains.	Provision of practical recommendations to facilitate local sourcing (e.g., relaxing tender requirements).	Limited and dated data (2012).
12. Roque et al. 2022, International	To review the role of plant-based meals in the food transition	Environmental: Plant-based menus to reduce GHG. Socio-cultural: Education on sustainable food, changing habits.	Proposal of a conceptual framework for plant-based school meals as a lever for food transition.	Non-systematic narrative review; selection bias.
13. Dinis and Guilherme, 2023, Portugal	To analyse farmer engagement in "Farm-to-School" programmes	Economic: Complementary stable incomes. Governance: Logistical coordination, trust relationships.	Identification of key success factors (logistics, trust relationships) and obstacles (paperwork, volumes) for farmers.	Non-random sample; small size.
14. Aurino et al. 2023, Ghana	To provide experimental evidence on the cognitive impacts of school meals	Socio-cultural: Improved cognitive abilities and school attendance.	Increase in test scores of 0.12 to 0.16 standard deviations; stronger effects for girls and disadvantaged pupils.	Imperfect implementation; no blind assessment.
15. Vaquero et al. 2022, Portugal	To evaluate a field intervention on behavioural sustainability	Socio-cultural: Nutritional education, pupil involvement. Environmental: Reduction of food waste.	Effectiveness in changing behaviours and reducing food waste.	Small sample; no control group.
16. Poinsot et al. 2022, France	To scientifically optimise menus for environmental sustainability	Environmental: Reduction of GHG via menu modelling (plant proteins, organic). Socio-cultural: Respect for nutritional intakes.	Design of menus reducing environmental impact by up to 30% while respecting nutritional balance and budget.	Theoretical modelling; no actual consumption.
17. Tugoz and Bertolini, 2016, Brazil	To analyse economic viability for family farming	Economic: Economic viability of family farms, creation of rural jobs.	Demonstration of the economic viability of the model for small farmers with stable income increase.	Very low generalisability; local context.
18. Balem et al. 2021, Brazil	Theoretical synthesis on school feeding programmes	Governance: Strong legislative and policy framework. Socio-cultural: Food and nutritional education.	Highlighting the complexity and political dimensions of sustainable PSC via the Brazilian example.	No original empirical data.
19. Blondin et al. 2022, USA	To evaluate the impact of "Meatless Monday"	Environmental: Reduction of carbon and water footprint. Socio-cultural: Acceptance by pupils.	29% reduction in carbon footprint and 17% in water footprint without decrease in pupil participation.	No control group; confounding factors.
20. Osowski and Fjellström, 2019, Sweden	To analyse the ideology of the Swedish school meal	Socio-cultural: Education on taste, health, and sustainable development. Governance: Integrated political vision.	The meal as a tool for social and democratic education, not just nutritional.	No new empirical data.
21. Lehtinen, 2012, Finland	To study sustainable food procurement	Environmental: Consumption of organic and local food. Economic: Support for local economy.	Trust and informal relationships are essential for sustainable and local purchasing.	Possible subjectivity; limited generalisation.
22. Sonnino, 2010, United Kingdom	To explore food relocalisation processes	Governance: Coordination of actors. Economic: Development of short supply chains.	Warning against the "localist trap" and advocacy for a relational and multi-scale approach.	Lack of explicit ethical procedures.
23. Perez-Neira et al. 2021, Spain	To evaluate agroecological policies to mitigate climate change	Environmental: Massive reduction of GHG via vegetarian menus and short supply chains.	Scenario combining local sourcing and vegetarian menus allowing a reduction of over 80% in GHG emissions.	Single focus on GHG; estimated transport data.
24. Oostindjer et al. 2017, International	To examine the viability of school meals as a sustainability tool	All: Synthesis of determinants.	Conclusion that school meals are a viable and powerful tool for improving health and sustainability.	Unbalanced presentation; non-systematic review.
25. Valente et al. 2023, Brazil	To study the implementation of the PNAE and its sustainability	Governance: Municipal commitment. Economic: Income for farmers.	Documentation of positive socio-economic impacts (incomes, jobs) and persistent challenges (logistics).	No ethical mention; low reflexivity.
26. Jones et al. 2012, England	To evaluate a sustainable food education programme	Socio-cultural: Nutritional and environmental education.	Improvement in pupils' knowledge and food behaviours towards sustainable eating.	No randomisation; desirability bias.
27. Constanty and Zonin, 2016, Brazil	To analyse the sustainability of the PNAE via a case study	Governance: Participation, transparency. Socio-cultural: Strengthened social ties.	Illustration of the PNAE's potential for social and economic transformation for family farmers.	Lack of researcher reflexivity.
28. Dahmani et al. 2022, France	To compare vegetarian and non-vegetarian meals	Environmental: Reduction of carbon footprint. Socio-cultural: Improved nutritional quality.	Carbon footprint of vegetarian meals 40% to 60% lower; better nutritional quality with more fibre, less saturated fat.	Theoretical data; single environmental indicator.
29. dos Santos et al. 2022, International	Systematic review on sustainable practices	All: Exhaustive synthesis of determinants.	Provision of a complete map of evidence-based recommendations and practices.	Publication bias; Brazilian overrepresentation.
30. Volanti et al. 2022, Italy	To calculate the carbon footprint of school meals	Environmental: Assessment of carbon footprint/meal.	Average carbon footprint of 1.63 kg CO₂ eq. per meal; animal proteins contributing about 75% of the impact.	No uncertainty analysis; specific context.
31. Peano et al. 2022, Italy	To evaluate diets via nutrition and environment	Environmental: Environmental impact of vegan dish. Socio-cultural: Compared nutritional quality.	Environmental impact of vegan dish 83% lower than meat dish; differences in nutritional intakes.	Single setting (one canteen); no sensitivity analysis.
32. Valencia et al. 2021, Brazil	To analyse implications for gender equity	Socio-cultural: Women's empowerment. Economic: Increase in their incomes.	Improvement in women farmers' empowerment (access to resources, decision-making power).	Restricted sample size; no multivariate model.
33. Soares et al. 2021, Spain	To identify facilitating factors for local purchasing	Governance: Coordination, policy support. Economic: Short supply chains.	Identification of key political, technical, and social factors for success (e.g., political will, logistics management).	Lack of reflexivity; 2015 data.
34. Colombo et al. 2019, Sweden	To optimise supply integrating multiple dimensions	All: Mathematical optimisation to reconcile cost, nutrition, GHG, waste.	Menus reducing costs by 3%, carbon footprint by 12%, and waste by 6%, while maintaining nutritional intakes.	No uncertainty analysis; missing sustainability aspects.
35. Roy et al. 2018, India	To explore supplier participation for sustainability	Governance: Coordination with the supply chain.	Highlighting challenges of integrating small informal suppliers into sustainable chains.	Lack of reflexivity; single case study.
36. Otsuki, 2011, Brazil	To analyse partnerships for a green economy	Governance: Stakeholder engagement. Socio-cultural: Strengthening of cooperatives.	Multi-stakeholder partnerships are essential for an inclusive green economy.	Poorly detailed methodology; researcher role not explicit.
37. Dos Santos et al. 2019, Brazil	To describe an organic farming project in rural schools	Environmental: Consumption of organic products. Socio-cultural: Education, community involvement.	Demonstration of the feasibility of a low-cost participatory project and its educational benefits.	No statistical analysis; uncalibrated instruments.
38. Wittman and Blesh, 2015, Brazil	To link public procurement and food sovereignty	Socio-cultural: Food sovereignty, autonomy. Economic: Equitable incomes.	The PNAE can contribute to food sovereignty and sustainable rural development.	Lack of ethical mention; restricted sample.
39. Santana et al. 2017, Brazil	To explore markets for urban agriculture	Economic: Income for urban farmers. Environmental: Reduction of food miles.	Identification of potential and obstacles (regulatory, technical) for urban and peri-urban agriculture.	No statistical analysis; self-reported data.
40. Nogueira et al. 2021, Portugal	To assess the nutritional quality of school lunches	Socio-cultural: Nutritional quality, fight against ultra-processed foods.	Evidence of excess salt and saturated fats in meals compared to recommendations.	Convenience sampling; one week analysed.
41. Kluczkovski et al. 2022, Brazil	To simultaneously assess environmental and nutritional impact	Environmental: Environmental footprint. Socio-cultural: Nutritional quality.	Successful combination of assessments to identify healthy, low-environmental-impact menus.	Limited sample size; limited generalisation.
42. Kretschmer et al. 2014, International	To propose a framework for a sustainable supply chain	All: Holistic framework identifying critical factors.	Provision of a systematic framework for designing sustainable programmes.	Lack of ethical considerations; limited validation.
43. Girardi, 2019, Brazil	To analyse policy coherence with the 2030 agenda	Governance: Political-institutional commitment, policy coherence.	Demonstration of a high level of PNAE policy coherence with the SDGs.	Subjectivity of analysis; lack of reflexivity.
44. Galaa and Saaka, 2011, Ghana	To identify key factors for a sustainable school feeding programme	Governance: Financial viability, community engagement.	List of success factors like leadership, community participation, and effective logistics.	Vague analysis process; lack of reflexivity.
45. Mercado et al. 2018, Bolivia	To analyse small farmers' adaptation to standards	Socio-cultural: Involvement of small producers. Governance: Adaptation of rules.	Farmers develop creative strategies to navigate conflicting institutions.	Limited generalisation; beneficiary perspective absent.
46. Simon et al. 2023, Spain	To evaluate the food-environment-health-cost "quadrilemma"	All: Integrated modelling to arbitrate cost, GHG, nutrition, acceptability.	Optimised scenario reducing costs by 10%, carbon footprint by 21%, and improving nutritional score by 5%.	No uncertainty analysis; single nutritional indicator.
47. De Laurentiis et al. 2019, United Kingdom	To develop an LCA-based decision support tool	Environmental: Tool to reduce GHG. Governance: Decision aid for authorities.	The Environmental Assessment Tool for School Meals (EATS) tool is applicable and useful for local authorities and canteen managers.	Restricted environmental scope; limited validation.
48. Palumbo et al. 2018, Italy	To explore change through co-production	Governance: Coordination, communication, and co-production.	Co-production fosters ownership and sustainable organisational change.	Case selection poorly justified; method poorly detailed.
49. Grivins et al. 2018, Latvia/Finland	To analyse navigation between regulations	Governance: Flexibility and adaptation of rules, coordination.	Success depends on actors' ability to interpret and adapt rules locally.	Lack of reflexivity; no ethical mention.
50. Colombo et al. 2020, Sweden	To test sustainable meals via an optimisation analysis	All: Practical implementation of optimised menus for cost and GHG.	Implementation leading to a 15% reduction in carbon footprint and 16% in food costs, without affecting nutrition.	No control group; short period.
51. Colombo et al. 2021, Sweden	To identify barriers and facilitators for implementation	Governance: Organisational factors, competencies. Socio-cultural: Engagement of pupils/parents.	Identification of barriers like lack of time, skills, and communication.	Low pupil participation rate; no teachers.
52. Løes and Nölting, 2011, Nordic Countries	To analyse the increase in organic consumption	Environmental: Strategies to increase the share of organic products. Governance: Political commitment.	Synthesis of effective strategies (progressive introduction, work on costs) for introducing organic products.	Limited scale validation; approximate quantitative data.
53. Valencia et al. 2019, Brazil	To structure markets for resilient agriculture	Economic: Increased and stabilised incomes. Socio-cultural: Involvement of cooperatives.	Public markets structure more resilient and diversified agricultural systems.	No randomisation; initial group differences.
54. Balzaretti et al. 2020, Italy	To improve sustainability via portion sizes	Environmental: Reduction of food waste. Socio-cultural: Nutritional adjustment.	Portion adjustment allowing an 11.5% reduction in food waste and better nutritional adequacy.	Estimated portions; unexplained regional differences.
55. Studdert et al. 2004, Indonesia	To evaluate community school feeding during a crisis	Socio-cultural: Food security. Governance: Community involvement.	Provision of an effective food safety net and strengthening of social cohesion during the crisis.	Social desirability bias; no direct impact measure.
56. Braun et al. 2018, Germany	To identify gaps for organic vegetable supply	Environmental: Supply/demand gap for local organic. Economic: Structuring of supply chains.	Identification of a "local gap" between agricultural supply and canteen demand, requiring better structuring.	Lack of ethical mention; limited reflexivity.
57. Elinder et al. 2020, Sweden	To evaluate the OPTIMAT™ intervention	All: Multi-criteria optimisation.	Confirmation of Study 50 results on the effectiveness of optimisation for improving sustainability.	No control group; short period.
58. Antón-Peset et al. 2021, Spain	To promote food waste reduction	Environmental: Reduction of waste via weighing and awareness. Socio-cultural: Active pupil involvement.	Interventions leading to a 20 to 30% reduction in food waste in participating schools.	Small sample; no randomisation.
59. Galli et al. 2014, Italy	To analyse co-production via parents involvement	Governance: Active participation of parents and civil society.	Civic participation improves the quality, acceptability, and sustainability of the service.	Participation bias; limited generalisation.
60. Mensah and Karriem, 2021, South Africa	To explore potential for rural livelihoods	Economic: Income for small farmers. Socio-cultural: Reduction of rural exodus.	Unexploited potential to transform rural livelihoods, but persistent inclusion challenges.	Restricted sample; selection bias.
61. de Souza et al. 2023, Brazil	To analyse PNAE purchasing profiles	Economic: Characterisation of purchases. Governance: Transparency.	Development of a typology of municipal purchasing profiles, showing great heterogeneity.	Problematic sample size; limited generalisation.
62. Chaves et al. 2023, International	Systematic review on challenges for family farming	Economic: Synthesis of economic barriers/opportunities. Governance: Governance challenges.	Synthesis of logistical, governance, and capacity challenges for the inclusion of family farmers.	Publication bias; Brazilian overrepresentation.
63. Schwartzman et al. 2017, Brazil	To analyse the political construction of the PNAE	Governance: Political process, engagement, social movements.	The PNAE is the result of a dynamic and conflictual political process, driven by social movements.	Lack of reflexivity; limited farmer perspective.
64. de Sousa et al. 2015, Brazil	To reflect on sustainable menus	Socio-cultural: Advocacy for sustainable menus. Environmental: Local and organic products.	Argumentation in favour of integrating sustainability into menus and local purchasing.	No empirical method; limited contribution.
65. Gómez-Ramos and Gonzalez, 2023, Spain	To evaluate the contribution of "green" public procurement	All: Multi-dimensional benefits (environment, local economy, social).	"Green" procurement generates environmental, economic (for local producers), and social (education) benefits.	Lack of farmer input; subjectivity of evaluation.
66. Baek and Radziwon, 2023, South Korea	To study a sustainable agri-food ecosystem	Governance: Close collaboration between all actors. Economic: Innovation, shared value creation.	The Korean ecosystem demonstrates the importance of close collaboration and open innovation among all actors.	Small sample; very specific context.

To synthesise these findings and provide an integrated perspective, Figure 2 groups the major determinants of PSC sustainability according to its four interdependent dimensions: environmental, economic, socio-cultural, and governance.

Figure 2.

Determinants of sustainable public school catering by dimension

Discussion

The systematic analysis enables a move beyond a linear vision of sustainability in PSC towards the proposal of an integrated conceptual model. This model posits that the overall sustainability of the service emerges from a complex causal chain, in which territorial anchoring plays a central mediating role, while governance acts as the structuring variable.

Governance: A Lever for Innovation in Sustainable Public School Catering

Governance constitutes one of the main pillars of PSC sustainability. It relies above all on strong and coherent political and institutional commitment at all territorial levels (national, regional, and local). This is an essential condition for the success of any reform [22], [11], [18], [23], [24], [25], [26], [27], [28], [29]. The Brazilian and French experiences demonstrate that robust legislative frameworks and sustained institutional support are indispensable prerequisites for initiating a genuine transition [9], [28], [30], [31], [32]. However, the relocalisation strategies implemented within PSC reforms are often interpreted in a reductive manner, equated with mere neoliberal decentralisation. Yet, far from contradicting sustainability objectives, these strategies can, on the contrary, strengthen the role of the State in regulating the agri-food system and pave the way for new development trajectories grounded in economic equity and social justice [33].

The effectiveness of such governance also depends on a participatory and collaborative approach, engaging all stakeholders at multiple scales ‒ public authorities, local governments, schools, local producers, and families. This dynamic of co-production and multi-level coordination transforms PSC into a genuine driver of territorial development [34], [35], [36], [37], [20], [38], [39], [24], [40], [22], [41], [42], [43], [31].

Within this framework, the transparency of mechanisms governing the participation of local farmers in public procurement processes emerges as a structuring factor. It promotes their economic and territorial inclusion while reducing the risks of elitism or exclusivity [44]. Thus, PSC governance is not limited to a simple redistribution of competences. It entails a reconfiguration of relationships among actors and a collective accountability around shared objectives of sustainability and social justice.

In parallel, digital technologies are emerging as a strategic lever for the modernisation, efficiency, and transparency of governance. They enable more responsive and evidence-based management [13]. These digital tools support the implementation of a “reflexive governance 2.0” [45], characterised by continuous evaluation and broad stakeholder participation. The EATS decision-support tool illustrates this dynamic [46], allowing for the modelling of the environmental and social impacts of food choices within PSC. Furthermore, the integration of digital technologies facilitates multi-actor connectivity, strengthening coordination among schools, families, and territories [47] [11] [24]. The Swedish example is particularly illustrative [48]: a dedicated mobile application allows parents to monitor, in real time, the meals served to their children, avoiding dietary redundancies and fostering nutritional coherence at home. Such innovation demonstrates that digital technology is not merely a management tool but a vector of territorial anchoring and systemic sustainability, linking the educational, family, and productive spheres within a unified logic of integrated governance.

Territorial Anchoring: A Central Mediation Mechanism

Territorial anchoring emerges as the mediating variable through which governance exerts its most significant and comprehensive effects. It constitutes the operational lever that translates political intent ‒ often supported by digital tools ‒ into tangible outcomes through short supply chains and the strengthening of local agriculture. Once activated, this anchoring generates simultaneous and synergistic effects across the three pillars of PSC sustainability.

Economic performance.

Despite certain controversies regarding the sustainability of short supply chains [49], [50], several studies confirm their positive impact on territorial economic development [51], [30], [52], [21], [20], [53], [44]. By prioritising local procurement, PSC directly supports farmers’ incomes through stable and equitable market outlets [51], [44], [38], [54]. It generates local employment, curbs rural exodus [35], [52], [21], and contributes to the structuring of resilient agri-food sectors [54], [34]. In Brazil, several authors have shown that public procurement based on proximity strengthens the robustness of territorialised agricultural systems [54]. Moreover, local sourcing enables the optimisation of operational costs by reducing transport and storage expenses, without compromising the nutritional value of meals [51]. Economic rationalisation can also be enhanced by reducing red meat consumption [55] and combating food waste [56], [1], thereby reinforcing the overall viability of PSC.

At the macroeconomic level, PSC represents a sector with high added value [9], [57]. By ensuring free meal provision, as is the case in Morocco [58], PSC acts as a tool for social redistribution, improving the income of disadvantaged households [52]. It also reduces healthcare expenditures by promoting balanced nutrition [17], [59]. However, these benefits rely on close coordination between public institutions, producers, and canteen managers [36], [54], [60], [32].

Socio-cultural performance.

Territorial anchoring strengthens the socio-cultural dimension of PSC sustainability by consolidating the connection to the land and supporting food education [17], [56], [61]. Integrating local and seasonal products [51], [26], [30] enhances the health status of diners, reducing obesity and chronic diseases [52], [59], [17]. However, these effects require strict adherence to nutritional guidelines [62], [63], [1] and may only become apparent in the long term [48].

Furthermore, PSC improves educational outcomes (by 0.12 to 0.16 standard deviations in a randomised trial) [64], attendance, and cognitive abilities, particularly in disadvantaged areas [52], [41], [27], [19], [35], [64]. It supports inclusive and equitable education [65], [31], while reducing school dropout rates, child labour, and early marriage among girls [27]. Nevertheless, the effectiveness of these programmes depends on accurate beneficiary targeting [19], adequate financial resources [35], and compliance with nutritional quality standards [59].

PSC also functions as a social safety net, contributing to household food security when multi-level collaboration is established among food system actors [45], [20], [66], [44]. Despite challenges related to local production ‒ such as seasonality, limited volumes, or the lack of cooperatives [27], [45] ‒ this model promotes the reduction of rural poverty [60], [67]. It strengthens economic autonomy, particularly among women farmers [53], [67]. It also reinforces social ties between producers and consumers [54]. These interactions contribute to greater dignity in agricultural labour and foster broader social inclusion [61], [68], [69].

Moreover, PSC serves as a collective learning space where food traditions, sustainability challenges, and ethics intersect. Although reconciling health and culinary identity may present complexities [9], PSC relies on concrete educational initiatives to promote sustainable behaviours. Activities such as school gardens and the procurement of organic and seasonal products are notable examples [70], [68], [39], [48]. These initiatives encourage sustainable eating by reducing waste, valuing local products, and raising pupils’ awareness of taste [48], [71]. The knowledge gained frequently extends beyond school to influence family practices [48]. In this dynamic, approaches inspired by behavioural economics, such as “nudge” strategies, provide complementary levers for steering pupils’ food choices towards more sustainable practices without explicit constraint [13]. Furthermore, by reconnecting young people with nature, these initiatives enhance environmental awareness and contribute to a higher quality of life [70]. Nevertheless, such strategies must be reinforced through staff training in sustainable development and structured political support [39].

Environmental performance.

Territorial anchoring serves as a key lever for reducing the ecological footprint of PSC. By promoting short supply chains and local, organic, and seasonal production, PSC limits environmental impacts. The adoption of plant-based menus further strengthens this dynamic [72]. Such choices enable significant reductions in greenhouse gas (GHG) emissions—up to 46% [73], 83% per dish [74], and more than 80% per meal [18]. They also contribute to a 28% reduction in land use [73] and a decrease in food waste ranging between 11.5% and 30% [75]. Moreover, by addressing the food production phase ‒ responsible for a large share of global warming [5] ‒ PSC stands out as a tangible instrument of ecological transition [57]. This environmental pathway is reinforced through the combination of sustainable food practices, such as:

recycling waste [68], [75] and reducing food waste [68], [73];
reducing packaging [18] and food miles [71];
decreasing meat [62], [68], [55], [76], [77], [74], [78] and dairy consumption [76];
rationalising energy use through eco-efficient technologies [57] [62] [55] [68];
promoting environmental awareness through school gardens [26], [70] and staff training [22].

Thus, by combining territorial anchoring, ecological innovation, and sustainable food practices, PSC becomes a tangible driver of environmental transition ‒ reducing climate impacts while strengthening the resilience of local food systems.

Towards an Integrative Conceptual Model of Sustainable Public School Catering

This analysis makes it possible to formalise an integrative conceptual model (Figure 3) in which governance constitutes the independent variable. Territorial anchoring represents the central mediating variable. Economic, environmental, and socio-cultural performance form the final mediating variables, which simultaneously act as independent variables. Sustainable public school catering (SPSC) represents the dependent variable.

Figure 3.

Conceptual model of sustainable public school catering

In this model, governance based on principles of reflexive governance [79], and grounded in stakeholder theory [80] and structuration theory [81], [82], facilitates and optimises the establishment of a robust territorial anchoring. The latter ‒ analysed through the proximity approach [83] and the social construction of territories theory [83] [84] ‒ operates via a dual mediation mechanism. On the one hand, it exerts direct mediation by influencing each of the three performance dimensions: economic, socio-cultural, and environmental. On the other hand, it produces indirect mediation, where its impact on overall sustainability occurs through its prior influence on these performance dimensions.

Furthermore, these three dimensions interact dynamically within an integrative theoretical framework, which draws upon several theoretical approaches, including:

For the economic dimension: the value chain framework [85] and the sustainable public procurement paradigm [86].
For the environmental dimension: the relocalisation of food systems approach [87] [88] and circular economy theory [89].
For the socio-cultural dimension: the social and solidarity economy [90] and social cognitive theory [91].

Thus, it is the dynamic interaction among these three dimensions—supported by governance and territorial anchoring ‒ that ultimately determines the level of overall system sustainability.

Conclusion

This systematic literature review achieved two main objectives. First, it rigorously identified and mapped the determinants of sustainable public school catering across four dimensions: socio-cultural, economic, environmental, and governance. Second, and more importantly, it proposed a new conceptual model positioning governance as the central structuring variable and territorial anchoring as the key mediating mechanism influencing sustainability outcomes.

Based on these findings, several operational recommendations can be formulated for policymakers and territorial managers:

Strengthen governance: Establish multi-level and participatory governance frameworks for PSC, including the creation of territorial observatories bringing together elected officials, state services, farmers, parents, and civil society actors.
Structure territorial anchoring: Introduce mandatory clauses for local and organic sourcing in public procurement for school catering, with progressive targets (e.g. 50% sustainable products, including 20% organic, following the example of the EGalim Law). Develop digital platforms to facilitate networking and logistics between local producers and canteen managers.
Integrate PSC into Climate and Health Policies: Include the transition of school canteens as a priority action in Territorial Climate-Air-Energy Plans and National Nutrition and Health Programmes, highlighting their contribution to reducing GHG emissions and improving public health.
Address economic barriers: Allocate part of PSC budgets to initial investments that generate long-term savings (e.g. kitchen equipment for processing raw products, waste-monitoring software). Experiment with innovative financing mechanisms to support the transition.
Harness behavioural and digital levers: Train canteen staff in behavioural economics principles to guide food choices without coercion. Use digital tools to enhance transparency and educate pupils and families.

Admittedly, this research relies primarily on two databases ‒ Scopus and Web of Science. This methodological choice ensures rigour but also presents a significant limitation. The exclusion of grey literature, including institutional reports, Non-Governmental Organisation evaluations, and policy documents, restricts the scope of the analysis. Yet, a substantial portion of relevant work on SPSC is not published in peer-reviewed academic journals.

Nevertheless, despite this limitation, the study represents a fundamental step for both research and public action. It provides a solid theoretical foundation for the development of composite indicators aimed at assessing the sustainability of PSC. Initially, these indicators could rely on equal weighting across dimensions, later evolving towards differentiated weighting, determined through mixed-method approaches.

Finally, this research lays the groundwork for an operational conceptual framework capable of supporting future empirical studies. Such studies could test and refine the proposed model, particularly in territorial contexts that remain underexplored.

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