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This study examines the impact of meal provision on both student academic performance and teacher welfare in public secondary schools in Sheema Municipality, Uganda. Grounded in motivational theories such as Herzberg’s Motivator-Hygiene Theory, Expectancy-Value Theories, and Maslow’s Hierarchy of Needs, the research highlights the critical role of proper nutrition in supporting cognitive development and student concentration. Additionally, the study explores the effects of meal provision on teacher motivation and performance, finding that the availability of meals contributes significantly to teacher well-being and job satisfaction, which in turn enhances educational outcomes. The research employs a mixed-methods approach, utilizing both qualitative and quantitative data from eight schools. Key findings indicate that schools face challenges in consistently providing nutritious meals due to financial constraints, exacerbating educational inequalities. A mean value of 4.3 on a 5-point Likert scale indicates broad agreement on the positive influence of meal provision on teacher welfare and student performance. The study recommends policy changes aimed at improving school meal programs by addressing financial and logistical barriers. These interventions are vital for promoting enhanced academic outcomes and the overall well-being of students and teachers in Sheema Municipality. Keywords: School meal provision, Teacher welfare, Academic performance, Nutrition in education, Sheema Municipality, Uganda
Turyamureeba et al. (Sun,) studied this question.