@inbook{Drake:2017:10.1596/978-1-4648-0423-6,
author = {Drake, L and Fernades, M and Aurino, E and Kiamba, J and Giyose, B and Burbano, C and Alderman, H and Mai, L and Mitchell, A and Gelli, A},
booktitle = {Child and Adolescent Health and Development},
doi = {10.1596/978-1-4648-0423-6},
editor = {Bundy and de, Silva and Horton and Jamison and Patton},
pages = {147--164},
publisher = {International Bank for Reconstruction and Development / The World Bank},
title = {School feeding programs in middle childhood and adolescence},
url = {http://dx.doi.org/10.1596/978-1-4648-0423-6},
year = {2017}
}

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TY  - CHAP
AB  - Almost every country in the world has a national school feeding  program  to  provide  daily  snacks  or  meals  to  school-attending children and adolescents. The interven-tions  reach  an  estimated  368  million  children  and  ado-lescents globally. The total investment in the intervention is  projected  to  be  as  much  as  US$75  billion  annually  (WFP 2013), largely from government budgets. School feeding may contribute to multiple objectives, including social safety nets, education, nutrition, health, and  local  agriculture.  Its  contribution  to  education  objectives  is  well  recognized  and  documented,  while  its  role as a social safety net was underscored following the food and fuel crises of 2007 and 2008 (Bundy and others 2009).  In  terms  of  health  and  nutrition,  school  feeding  contributes to the continuum of development by build-ing  on  investments  made  earlier  in  the  life  course,  including  maternal  and  infant  health  interventions  and  early  child  development  interventions  (see  chapter  7  in  this volume, Alderman and others 2017). School feeding may  also  help  leverage  global  efforts  to  enhance  the  inclusiveness  of  education  for  out-of-school  children,  adolescent girls, and disabled persons, as called for in the Sustainable  Development  Goals  (see  chapter  17  in  this  volume, Graham and others 2017). Although  the  Disease  Control  Priorities  series  focuses  on low- and middle-income countries (LMICs), evidence from high-income countries (HICs) is included because of the near universality of school feeding and the insights that  inclusion  can  provide  as  economies  develop.For example, the design of school feeding in countries under-going the nutrition transition1may provide some lessons on how to shift from providing access to sufficient calo-ries  to  promoting  healthful  diets  and  dietary  behaviors  for children and adolescents (WFP 2013).Agricultural  development  has  increasingly
AU  - Drake,L
AU  - Fernades,M
AU  - Aurino,E
AU  - Kiamba,J
AU  - Giyose,B
AU  - Burbano,C
AU  - Alderman,H
AU  - Mai,L
AU  - Mitchell,A
AU  - Gelli,A
DO  - 10.1596/978-1-4648-0423-6
EP  - 164
PB  - International Bank for Reconstruction and Development / The World Bank
PY  - 2017///
SN  - 978-1-4648-0423-6
SP  - 147
TI  - School feeding programs in middle childhood and adolescence
T1  - Child and Adolescent Health and Development
UR  - http://dx.doi.org/10.1596/978-1-4648-0423-6
UR  - http://hdl.handle.net/10044/1/54815
ER  - 

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