Beyond the food tray: linking school nutrition and feeding programmes to student health and academic outcomes through health literacy and mental health

School nutrition and feeding programmes are pivotal in addressing both public health and educational challenges, yet their multidimensional impacts remain underexplored in resource-constrained settings. Guided by the Health-Promoting Schools (HPS) framework, this study examined the relationships between s°chool nutrition and feeding programmes, students’ self-reported physical health, and academic performance, with health literacy and mental health as potential mediators. A cross-sectional survey was conducted among pupils in basic schools, comprising primary and junior high levels, using standardised questionnaires. Data were analysed with structural equation modelling (SEM). The findings indicate that feeding programmes are positively associated with students’ self-reported academic performance, with health literacy and mental health acting as indirect pathways. Health literacy was also found to mediate the relationship between feeding programmes and students’ perceived physical health. Effect size analysis suggested that these associations were stronger in disadvantaged communities. In conclusion, school feeding initiatives may function as dual-impact strategies linked to both health (SDG 3) and education (SDG 4). Policymakers are encouraged to integrate meal provision with health education to improve students’ well-being and learning experiences in resource-constrained contexts.