Fermenting food in Scotland’s schools: A design-led dissertation project — Part 4: Findings

Figure 4.1.: Synthesis of the interviews’ findings

1. Summary of the findings

1.1. Health and safety

Figure 4.2.: The systems of food education and of the introduction of fermentation workshops in primary schools in Scotland

2. Discussion of the findings

Multiple interpretations of these findings can be drawn, with subsequent implications for the intervention’s design. First, a call for resiliency seems to be reflected in most of the participants’ insights, encouraging children’s emancipation from alienating and unhealthy food and health systems, but also from the dogma of schools and parents, which might not accept change as much as children can. This can be shown by the fact that the ideal age for this intervention coincides with the age that marks the beginning of children’s gain of independency from their parents, and children’s quick development of mental and physical skills (Centers for Disease Control and Prevention, 2019). This age is therefore the perfect age to provide children with the tools and mindset to start critically reflecting on their lifestyle and change it.



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