Abstract
Recognizing that adequate nutrition is vital for emotional and physical wellbeing, the chapter explores how access to food impacts not only on the physical and psychomotor development of children but also their academic achievement and subsequent life trajectories. While the English education system advocates an inclusive approach to schooling, the impact of food insecurity may prevent meaningful inclusion, and a failure to address it perpetuates inequality. This chapter provides insight into some of the changing professional practices, both formal and informal, as practitioners attempt to reduce the impact of food insecurity, develop meaningful inclusion in education, and respond to the Sustainable Development Goals outlined by the United Nations Association in 2018.
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Clothier, A.T. (2019). Grassroots Projects and Social Inclusion: Using Surplus Food to Facilitate Education, Reduce Deprivation and Achieve Sustainable Development. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_13-1
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DOI: https://doi.org/10.1007/978-3-319-74078-2_13-1
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