| This study was designed as a descriptive study to explore the range of lunchtime policies, practices and experiences in elementary schools in Pennsylvania. As a secondary purpose, this study examined differences, if any, in practices based on urbanicity and socio-economic status (SES).;Randomly selected Pennsylvania elementary school administrators received a questionnaire that consisted of a combination of selected response items and open-ended questions. Data was collected from 285 schools, a return rate of 52.2 percent. Data analysis included ANOVAs, two-way contingency table analyses, and content analysis.;This study found no significant differences in length of individual lunch periods based on urbanicity or SES. Most Pennsylvania elementary schools (90.7%) have kept the length of the lunch period the same. Fifteen schools reported the period had been extended, and 11 schools reported that the period had been shortened.;This study found significant differences in lunchtime supervision and opportunities for recess across urbanicity and SES. While a large majority of schools, reported that they use paraprofessionals to supervise the lunch period, urban and low SES schools were significantly more likely than their counterparts to use administrators and cafeteria staff. Students in urban schools and low SES schools also appear to have fewer opportunities than their counterparts when it comes to recess.;Sixty-one percent of responding schools reported that lunchtime supervisors received no staff development. While analysis of the data showed that a vast majority of respondents (81.1%) generally agree that the quality of supervision has improved over the last five years, I found that administrators had concerns about lunchtime supervision. They voiced concern about the ability of supervisors to maintain discipline, their lack of training, and high turnover of personnel, particularly cafeteria staff.;This study found that many administrators do see and value lunchtime as an opportunity for more than just getting fed. Many of them saw lunch as an important opportunity for students to socialize, to relax from classroom activities, to develop social skills, to practice citizenship and to develop a sense of school as community. Attempts to improve the lunchtime experience for students were quite evident. |
