Evaluating the Impact of the School-Based Feeding Program on the Classroom Behavior of K–3 Learners

School-based feeding programs aim to address learners' nutritional needs and support participation in school activities. This study examined the implementation of the School-Based Feeding Program (SBFP) and the classroom behavior of Kindergarten to Grade 3 learners at Consolacion Elementary School, Consolacion, Dapa, Surigao del Norte, during School Year 2025-2026. The study employed a descriptive-correlational research approach and utilized a structured questionnaire administered to 10 teacher-respondents, with demographic and nutritional profiles obtained for 88 learners. Descriptive statistics were used to assess SBFP implementation in terms of objectives, orientation, types of food served, and monitoring, as well as classroom behavior in terms of academic engagement, social interaction, and task engagement. Findings revealed that teachers rated SBFP implementation to a very high extent (M = 4.76). Learners frequently demonstrated positive classroom behaviors (M = 3.68), with social interaction obtaining the highest mean (3.80), followed by academic engagement (3.64) and task engagement (3.59). The available descriptive findings did not establish a statistically supported relationship between SBFP implementation and classroom behavior. Reported best practices included stakeholder orientation, nutritious meal preparation, consistent monitoring, and community involvement. Based on the findings, an enhancement plan was proposed to strengthen resource allocation, program coordination, stakeholder partnerships, and classroom engagement strategies. The study provides school-level evidence that may inform improvements in feeding program implementation and instructional support.