Background:​ This thesis assessed the quality/quantity of student lunches amongst children using either the Early Learning Kindergarten (ELK) or full-day junior/senior kindergarten schedule;​ both of which differed in regards to school scheduling. ELK students were allotted two 40 minute nutrition breaks compared to the full day junior/senior kindergarten schedule who were allotted two 20 minute nutrition breaks.

Methods:​ Data were collected over 5 days from eight classrooms at two schools. Food was photographed three times per-day:​ upon arrival to school;​ and after each nutrition break. Nutrient intakes (kilocalories, macronutrients, select micronutrients, and food groups) were determined and compared to standard dietary indices Mean scores for continuous variables were compared using independent-sample t tests.

Results:​ A total of 135 kindergarten students participated in this study, representing an overall response rate of 71%. ELK lunches had more kilocalories, macronutrients, total food items, fruits/vegetables, and micronutrients packed. ELK students consumed a greater percentage of their packed lunches throughout the school day. Additionally 33% of the students permitted to access their lunch outside of nutrition breaks did so. All lunches, irrespective of schedule, were low in fibre, vitamin D, folate and potassium and high in sugar and sodium.

Conclusions:​ Schools should implement policies that:​ a) provide younger students more time to eat;​ and b) allow children to access a healthy snack before first nutrition break for a greater consumption of essential nutrients. Parents should pack fewer non-food items to increase the likelihood that students will consume their packed fruit and vegetables servings.