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The purpose of this paper is to explore how stakeholders in the food and nutrition field construct and conceptualise “appropriate” national dietary advice.

In total, 40 voluntarily written stakeholder responses to updated official dietary guidelines in Sweden were analysed thematically. The analysis explored the logics and arguments employed by authorities, interest organisations, industry and private stakeholders in attempting to influence the formulation of dietary guidelines.

Two main themes were identified: the centrality of anchoring advice scientifically and modes of getting the message across to the public. Stakeholders expressed a view of effective health communication as that which is nutritionally and quantitatively oriented and which optimises individuals’ capacities to take action for their own health. Their responses did not offer alternative framings of how healthy eating could be practiced but rather conveyed an understanding of dietary guidelines as documents that provide simplified answers to complex questions.

Policymakers should be aware of industrial actors’ potential vested interests and actively seek out other stakeholders representing communities and citizen interests. The next step should be to question the extent to which it is ethical to publish dietary advice that represents a simplified way of conceptualising behavioural change, and thereby places responsibility for health on the individual.

This research provides a stakeholder perspective on the concept of dietary advice and is among the first to investigate referral responses to dietary guidelines.

School connectedness is a well-established protective factor for young people’s physical, mental, and social health. The purpose of this paper is to explore the promotion of school connectedness through the practice of shared lunches within a secondary school context in New Zealand.

An ethnographic methodology was used to explore in-depth the mechanisms by which food practices included indicators of school connectedness, and used interviews and observations with teachers and 16-18-year-old students in a New Zealand secondary school.

The results describe six key mechanisms by which shared lunches fostered school connectedness: showing common humanity, creating an informal setting, encouraging sharing, enabling inclusive participation, demonstrating sacrifice for the communal good, and facilitating experiences of diversity. These mechanisms contributed to increased social interactions in which people got to know each other better and were able to gain insight into others’ personalities. This allowed for opportunities to establish and strengthen social relationships, and contributed to indicators of connectedness.

The study is exploratory with findings reported from one school. Further research in other contexts on the value of shared lunches for building school connectedness is required.

Shared lunches, as part of an overall strategy to develop a well-connected school community, are adaptable and can fit into a multitude of situations to meet different needs. The findings of this study contribute to understanding the mechanisms by which shared lunches can affect indicators of school connectedness.