ABSTRACT
This chapter brings together perspectives of both teaching and non-teaching staff in relation to their involvement in school meal time at Peartree Academy. Furthermore, an account of the type of social learning that occurred is discussed in greater detail. The argument in this part of the book begins to unpack the lack of understanding of social learning and how the day to day processes of the school meal can help shape children’s attitudes and behaviours. The focus for teachers in particular appears to be on the disciplining of children as opposed to taking the opportunity to socialise and model such behaviours in shaping children’s interaction. Although, tensions begin to surface as the non-teaching staff take more of an opportunity to socialise with children and ultimately, the chapter highlights how these missed opportunities in conversing with children can be detrimental to their wellbeing. Such tensions need further exploration and for this reason, a narrative of Peartree Academy helps illustrate the complex nature in which such social processes shape school meal time.
