@article{10.11648/j.jb.20250901.12,
  author = {Angella Magdalene George and Daniel Rince George},
  title = {The Impact of School Feeding Programs on Pupil Attendance and Academic Achievement in Sierra Leone
},
  journal = {American Journal of Education and Information Technology},
  volume = {9},
  number = {1},
  pages = {8-13},
  doi = {10.11648/j.jb.20250901.12},
  url = {https://doi.org/10.11648/j.jb.20250901.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jb.20250901.12},
  abstract = {This study explores the influence of school feeding programs on pupil attendance and academic performance in Sierra Leone. With on-going challenges such as food insecurity, malnutrition, and widespread poverty, many school-age children across the country face difficulties in accessing consistent education. These socio-economic barriers often lead to irregular attendance, low classroom participation, and poor academic outcomes. The research investigates how structured school feeding initiatives contribute to improving these educational indicators, particularly in underserved rural communities. A desk-based research design was employed, relying on secondary data gathered from government publications, international development agency reports, and peer-reviewed academic studies. This method allowed for an in-depth review of existing evidence and analysis related to the implementation and outcomes of school feeding programs within the Sierra Leonean context. Findings from the study reveal that school feeding programs significantly enhance school attendance and academic achievement, especially in primary schools. The assurance of receiving at least one nutritious meal per day motivates children to attend regularly, while also improving their attention span, classroom engagement, and overall cognitive development. Girls and children from low-income households appear to benefit most, as the meals reduce the economic burden on families and incentivize continued education. Furthermore, school feeding has contributed to a reduction in dropout rates and better performance in core subjects such as English and Mathematics. The study is anchored in Maslow’s Hierarchy of Needs and the Expectancy-Value Theory, highlighting the critical role that basic physiological needs play in shaping students’ academic behaviour and performance. The findings call for the integration of nutrition into national education planning and emphasize the importance of continuous monitoring and evaluation mechanisms. Strengthening Sierra Leone’s Home-Grown School Feeding Program and aligning it with broader educational and agricultural development policies could enhance the sustainability and reach of these interventions.
},
 year = {2025}
}

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TY  - JOUR
T1  - The Impact of School Feeding Programs on Pupil Attendance and Academic Achievement in Sierra Leone

AU  - Angella Magdalene George
AU  - Daniel Rince George
Y1  - 2025/05/19
PY  - 2025
N1  - https://doi.org/10.11648/j.jb.20250901.12
DO  - 10.11648/j.jb.20250901.12
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 8
EP  - 13
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.jb.20250901.12
AB  - This study explores the influence of school feeding programs on pupil attendance and academic performance in Sierra Leone. With on-going challenges such as food insecurity, malnutrition, and widespread poverty, many school-age children across the country face difficulties in accessing consistent education. These socio-economic barriers often lead to irregular attendance, low classroom participation, and poor academic outcomes. The research investigates how structured school feeding initiatives contribute to improving these educational indicators, particularly in underserved rural communities. A desk-based research design was employed, relying on secondary data gathered from government publications, international development agency reports, and peer-reviewed academic studies. This method allowed for an in-depth review of existing evidence and analysis related to the implementation and outcomes of school feeding programs within the Sierra Leonean context. Findings from the study reveal that school feeding programs significantly enhance school attendance and academic achievement, especially in primary schools. The assurance of receiving at least one nutritious meal per day motivates children to attend regularly, while also improving their attention span, classroom engagement, and overall cognitive development. Girls and children from low-income households appear to benefit most, as the meals reduce the economic burden on families and incentivize continued education. Furthermore, school feeding has contributed to a reduction in dropout rates and better performance in core subjects such as English and Mathematics. The study is anchored in Maslow’s Hierarchy of Needs and the Expectancy-Value Theory, highlighting the critical role that basic physiological needs play in shaping students’ academic behaviour and performance. The findings call for the integration of nutrition into national education planning and emphasize the importance of continuous monitoring and evaluation mechanisms. Strengthening Sierra Leone’s Home-Grown School Feeding Program and aligning it with broader educational and agricultural development policies could enhance the sustainability and reach of these interventions.

VL  - 9
IS  - 1
ER  - 

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