Holiday Activities and Food Programme: A Qualitative Exploration of Stakeholders’ Perspectives and Its Delivery in Yorkshire

School holidays are typically a time of anxiety for families, particularly those who are socially and economically disadvantaged. Food insecurity is heightened during school holidays in the United Kingdom as children eligible for Free School Meals (FSM) do not have access to them. Since 2018, the UK government’s Holiday Activities and Food (HAF) programme has offered free activities and nutritious meals during holidays. In 2020, HAF operated across 17 local authorities (LAs), supporting 50,000 children and very recently expanded to 153 LAs, delivering over 15.6 million activity days. Previous barriers reported include resource constraint and limited access. Given the substantial investment to support families during school closure, research is needed to understand its implementation practices, how it is received by families and its perceived impacts. This study aimed to gain an in‐depth understanding of HAF delivery by exploring stakeholder views and perceptions and its influence on families. A qualitative exploration was undertaken at four LAs across Yorkshire, where 40 stakeholders, comprising of 20 HAF leads and 20 parents, participated in semistructured interviews and focus groups, respectively. Data were collected between August and September 2021. Reflexive thematic analysis highlighted all stakeholders’ perceptions on HAF delivery, content and influence on families. These are categorised as follows: (1) operational structure, (2) activities: content and approach, (3) food quality and knowledge, (4) supportive environment, and (5) relationships and social connections. Our study revealed that some LAs offered a universal provision, going beyond FSM eligibility and creating an equal platform for all children. Stakeholders highlighted a positive influence of the programme, particularly for disadvantaged families, in terms of food provision and the rich range of activities provided, which created learning environments, as well as providing childcare and opportunity for parents/children to interact. Universal access to HAF is needed to boost engagement and minimise perceived stigma.