Introduction: The Challenge of Food Insecurity
Food insecurity, defined as the lack of consistent access to sufficient and nutritious food in a socially acceptable way, is a growing concern on college campuses across the United States. While national statistics often highlight the impact of food insecurity on families and younger students, an increasing number of college students also face challenges in accessing adequate food due to rising tuition costs, limited financial aid, and higher living expenses (Adams et al., 2020). College students from low-income backgrounds, first-generation students, and students of color are particularly at risk of experiencing food insecurity.
Research has shown that food insecurity among college students can significantly impact academic performance, retention rates, and overall well-being. Students dealing with food insecurity often report higher levels of stress, anxiety, and difficulties in concentrating on academic tasks (Hobbs & King, 2018). Addressing this issue on college campuses is not only a matter of equity but also a critical factor in promoting student success and retention. By ensuring that students have reliable access to nutritious food, institutions can help reduce stress and improve academic outcomes.
As higher education institutions continue to promote diversity and inclusion, addressing food insecurity becomes an essential aspect of supporting underrepresented students. The establishment of campus-based food programs, such as food pantries, meal vouchers, and financial literacy workshops, can serve as effective interventions to mitigate the impact of food insecurity. In response to similar challenges faced by middle school students, a program, Hunger Heroes, was developed to address food insecurity by educating youth and reducing stigma surrounding food assistance programs. By adapting this model, colleges can create effective interventions to support food-insecure students on campus.
The Middle School Model: Hunger Heroes
The Hunger Heroes program was designed to empower middle school students to understand and address food insecurity within their communities. Rooted in Maslow’s Hierarchy of Needs, the program aimed to ensure that students’ basic physiological needs were met so they could focus on higher-order goals, such as academic achievement and personal development.
Middle School Context
- Education & Awareness: Students learned about food insecurity through classroom discussions and activities that highlighted economic and social factors influencing access to food (Adams et al., 2020).
- Destigmatization Efforts: By engaging students in conversations about free and reduced lunch programs, the initiative worked to reduce the negative perceptions associated with food assistance (Randolph & Prejean-Harris, 2017).
- Community Engagement: The program encouraged students to participate in local food drives and advocacy efforts, fostering a sense of responsibility and agency (Reich et al., 2015).
- Survey & Data Collection: A needs assessment helped identify the extent of food insecurity within the student population and informed program adjustments (Hackett et al., 2008).
The overall purpose of the program is to address food insecurity at middle-school student levels to reduce the ripple effects food insecurity causes later in their development. By increasing awareness of economic and social factors influencing food access, reducing stigma associated with food assistance programs, and encouraging student participation in advocacy efforts, institutions can create a culture of support and inclusivity. Conducting regular needs assessments allows for data-driven improvements, ensuring that food insecurity interventions remain relevant and effective. Ultimately, the goal is to mitigate the long-term consequences of food insecurity, empowering students to focus on their academic and personal growth without the burden of food insecurity hindering their success.
Applying the Model to a College Setting
Adapting the Hunger Heroes model to higher education requires consideration of the unique challenges college students face. Research has shown that food insecurity is associated with mental health problems and lower academic performance among college students (Tseng et al., 2017). While younger students rely on parental support and school-provided meals, college students must navigate financial independence, unpredictable work schedules, and limited access to food assistance programs (Nord, 2007).
Key Recommendations for College-Based Interventions
College campuses have a responsibility to ensure the safety and success of their students. Through different departments and partnership, there are several options universities and institutions can facilitate to address food insecurity across their campuses. Marketing these resources to ensure delivery means that offices need to work together to make the most effective campaigns.
1. On-Campus Food Pantries & Meal Swipe Programs
To combat food insecurity among college students, institutions must take a comprehensive approach that addresses both immediate needs and long-term solutions. One of the most effective ways to do this is by establishing an on-campus food pantries and meal swipe programs. Many colleges have successfully implemented food pantries stocked with non-perishable, nutritious items to support students in need (Feed the Children, 2018). Additionally, meal swipe sharing programs allow students to donate their unused meal credits, ensuring their peers have access to proper nutrition (Boston Medical Center, 2017). These initiatives provide an essential safety net for students struggling to afford meals.
2. Educational Campaigns to Reduce Stigma
Beyond providing food access, colleges should focus on educational campaigns to reduce stigma. Many students experiencing food insecurity hesitate to seek help doe to fear of judgement or social stigma (Poole-Di Salvo et al., 2016). Hosting workshops and awareness events normalizes discussions about food insecurity, helping students recognize that seeking assistance is not a sign of failure but a step toward self-sufficiency (Shankar et al., 2017). Including food insecurity education in first-year orientation programs could further ensure that students know about available resources from the start.
3. Needs Assessment & Data Collection
To develop targeted interventions, institutions must engage in needs assessment and data collection. Conducting surveys can provide valuable insights into the extent of food insecurity on campus and help tailor support programs accordingly (Goodman, 1997). Collaborating with faculty, student organizations, and community partners can strengthen outreach efforts and ensure that at-risk students receive the support that they need (Nord et al., 2014).
4. Financial Assistance & SNAP Enrollment Support
Financial assistance and SNAP enrollment support is another area where students can be supported. Many students qualify for the Supplemental Nutrition Assistance Program (SNAP) but they are unaware of their eligibility (DeSilver, 2023). By offering guidance on how to apply for benefits, colleges can connect students to essential financial resources. Advocacy for policy changes that expand eligibility criteria for college students can also help increase participation in food assistance programs (New York State Office of Temporary and Disability Assistance, 2023).
5. Peer Support & Community Engagement
Fostering peer support and community engagement can further enhance the effectiveness of campus food insecurity initiatives. Student-led groups dedicated to raising awareness and organizing food drives create a culture of mutual support (Poppendieck, 2010). Partnering with local organizations and grocery stores to provide food vouchers or discounts ensures that students have additional access to affordable and nutritious food (Ireland et al., 2022). Encouraging students to take an active role in these initiatives not only benefits those facing food insecurity but also strengthens the overall campus community.
A multifaceted approach that includes food pantries, educational campaigns, data collection, financial support, and peer engagement can make a significant difference in reducing food insecurity on college campuses. By addressing short-term needs with long-term solutions, institutions can create sustainable support systems that ensure every student has access to the nourishment they need to thrive academically and personally.
Guide for Practitioners: Developing a Campus-Based Food Security Program
Practitioners interested in launching a campus food security initiative can follow these key steps:
- Conduct a survey or host focus groups to gauge food insecurity levels on campus (Goodman, 1997).
- Collaborate with campus administration, local nonprofits, and businesses for funding and food donations (Feed the Children, 2018).
- Implement a combination of education, direct food support, and policy advocacy (Reich et al., 2015).
- Collect data on program effectiveness and make necessary adjustments (Hackett et al., 2008).
- Create long-term plans to ensure continued support, including student leadership transitions and institutional backing (Sabi et al., 2019).
Developing a food security program requires collaboration, planning, and a commitment to addressing student needs. By assessing the issue, securing resources, and implementing multi-faceted strategies, institutions can make a lasting impact on student well-being. Continuous evaluation and expansion will ensure that such initiatives remain effective and evolve to meet the changing needs of the student body.
Conclusion
By modifying the successful Hunger Heroes program to fit the college landscape, institutions can provide meaningful support to food-insecure students. Addressing this issue not only improves student well-being but also enhances academic success and overall campus equity. Colleges must take proactive steps to ensure that no student must choose between their education and their next meal.
Author Biography
Jake Czaplicki (he/him/his). I am a Graduate Student at Clemson University located in Clemson, SC. Currently, I serve as a Graduate Community Director within Clemson Home. I am originally from Syracuse, NY and received my Bachelors from SUNY Oswego in Oswego, NY in December of 2023.
References
Adams, E., Caccavale, L., Smith, D., & Be, M. (2020). Food insecurity, the home food environment, and parent feeding practices in the era of COVID-19. Obesity. 28(11), 2056-63. https://doi.org/10.1002/oby.22996
Boston Medical Center in the Area of Child Psychology and Psychiatry Reported (Association of Food Insecurity with Children’s Behavioral, Emotional, and Academic Outcomes: A Systematic Review). (2017). Pediatrics Week. 597.
DeSilver, D. (2023). What the data says about food stamps in the U.S. Pew Research Center. https://www.pewresearch.org/short-reads/2023/07/19/what-the-data-says-about-foodstamps-in-the-u-s/
Feed the Children. 2018. Hunger facts and figures. https://www.feedthechildren.org/ourwork/hunger-facts/
Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry. (38)5, 581-86. https://doi.org/10.1111/j.14697610.1997.tb01545.x
Hackett, M., Melgar-Quiñonez, H., Pérez-Escamilla, M. & Maria Segall-Corrêa, A. (2008). Gender of respondent does not affect the psychometric properties of the Brazilian Household Food Security Scale. International Journal of Epidemiology, 37(4), 766–74. https://doi.org/10.1093/ije/dyn084
Hobbs, S., King, C. The unequal impact of food insecurity on cognitive and behavioral outcomes among 5-year-old urban children. (2018). Journal of Nutrition Education and Behavior. 50(7), 687-94. https://doi.org/10.1016/j.jneb.2018.04.003
Ireland, M., Bryant, L., Finders, J., Duncan, R., Purpura, D. & Schmitt, S. (2022). Examining associations between food insecurity, inhibitory control, and body mass index in preschoolers. Journal of Developmental & Behavioral Pediatrics. 43(4), 255-62. https://doi.org.10.1097/DBP.0000000000001014
New York State Office of Temporary and Disability Assistance. (2023). Temporary Assistance Year to Year Monthly Comparison Cases, Recipients and Expenditures. https://otda.ny.gov/resources/caseload/2023/2023-06-stats.pdf
Nord, M. (2007). Characteristics of low-income households with very low food security: An analysis of the USDA GPRA food security indicator. USDA-ERS Economic Information Bulletin (25).
Nord, M., Coleman-Jensen, A. & Gregory, C. (2014). Prevalence of US food insecurity is related to changes in unemployment, inflation and the price of food. United States Department of Agriculture.
Poole-Di Salvo, E., Silver, R. & Stein, R. (2016). Household food insecurity and mental health problems among adolescents: What do parents report? Maternal and Adolescent Mental Health.16(1), 90-6. https://doi.org/10.1016/j.acap.2015.08.005
Poppendieck, J. (2010). Free for all: fixing school food in America. University of California Press.
Randolph, J. J., & Prejean-Harris, R. (2017). The negative consequences of using percent of free and reduced lunch as a measure of poverty in schools: The case of the state of Georgia. Child Indicators Research. 10(2), 461-471. https://doi.org/10.1007/s12187-016-9391-1
Reich, S. M., Kay, J. S., & Lin, G. C. (2015). Nourishing a Partnership to Improve Middle School Lunch Options: A Community-Based Participatory Research Project. Family and Community Health, 38(1), 77–86. https://doi.org/10.1097/FCH.0000000000000055
Sabi, S., Kolanisi, U., Siweli, M. & Naidoo, D. (2019). Students’ vulnerability and perceptions of food insecurity at the university of KwaZulu-Natal. South African Journal of Clinical Nutrition. 33(4), https://doi.org/10.1080/16070658.2019.1600249
Shankar, P., Chung, R. & Frank, D. (2017). Association of food insecurity with children’s behavioral, emotional, and academic outcomes: a systematic review. (2016). Journal of Developmental & Behavioral Pediatrics. 38(2), 135-50.
Tseng, K., Park, S., Shearston, J., Lee, L., Weitzman, M. (2017). Parental psychological distress and family food insecurity: Sad dads in hungry homes. Journal of Developmental & Behavioral Pediatrics. 38(8), 611-18. https://doi.org/10.1097/DBP.0000000000000481