The amount of food is more important than the qualification and health of food in school

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The quantity of Food in School is more important than Quality
Food rations served at schools are not sufficient to satisfy student’s hunger let alone provide vital minerals and nutrients. Students value the amount of food rather than the quality and nutritional composition. Their greatest worry is how to satisfy their hunger puns. Students engage in multiple activities in school which require a lot of calories. Students will, therefore, be eying how to accumulate as many calories as they can. The human body consumes energy when an individual is engaged in intellectual activities such as thinking and remembering (Alaimo et al. 46). The student’s brains are involved during the most substantial part of the day and thus uses a lot of energy.
Most developmental changes take place while a person is in school. This prompts the body to consume more to sustain the growth and maintain the current body weight (Alaimo et al. 48). Hunger puns are more likely to set in even before the lunch bell goes off. Once hunger set in, concentration is lost, and one can hardly comprehend what is going on in class. Students also engage in a myriad of extra-curricular activities which forces an individual to consume large food rations. Food rations served in schools can hardly provide all these calories. Instead, students are forced to carry supplements or to purchase food at the school canteens.
Feeding an entire institution with balanced and healthy food rations is time-consuming and challenging.

This will cost the institution a lot of resources and requires a lot of workers to assist in serving. Due to a large number of students enrolled in the school meal program, quality and nutritional value cease to be a worry. Instead, students are worried by the amount of food they can consume at a go since their primary motive is to satisfy their hunger puns and to fill their bellies.

Work Cited
Alaimo, Katherine, Christine M. Olson, and Edward A. Frongillo. “Food insufficiency and American school-aged children’s cognitive, academic, and psychosocial development.” Pediatrics 108.1 (2001): 44-53.