Nourishing Minds: An Exploration of School-BasedFeeding Program Management Practices in Bansalan East District

This phenomenological study explored the lived experiences of ten public elementary school teachers serving as School-Based Feeding Program (SBFP) coordinators in Bansalan East District, Davao del Sur Division. Using in-depth interviews and thematic analysis, the study identified three core themes regarding coordinators’ experiences: nutritional impact on student well-being, strategic coordination and task management, and community and parent involvement. The research also revealed four major issues/challenges with coping mechanisms: logistics and delivery constraints, limited parent participation and student preference, coping through adaptability and collaboration, and proactive problem-solving and initiative. Coordinators demonstrated resilience and creativity by employing adaptive strategies, fostering stakeholder participation, and maintaining program momentum through strategic resource management and teamwork. These efforts led to improved student attendance, behavior, and nutritional status.The findings indicate that coordinators play a pivotal role not only in implementing the feeding program but also in cultivating strong ties with parents, barangay officials, and other school stakeholders. Their ability to manage time effectively and multitask was crucial in balancing their teaching responsibilities with program duties. Furthermore, the study highlighted the importance of clear communication channels and regular feedback mechanisms in improving implementation outcomes. Participants also expressed the need for continuous capacity building, such as training in nutrition education, leadership, and logistics planning. The study concluded that effective feeding program management hinges on flexible leadership, time management, and strong community linkages. The findings emphasize the critical need for supportive policies, targeted training, and infrastructure improvements to sustain and scale SBFP implementation, especially in geographically disadvantaged and resource-limited school communities.