Background Universal Free School Meals (UFSM) were introduced by the Welsh Government in 2022 to provide every primary school child (aged 4-11) with a free meal at lunch time by 2024, aiming to improve nutrition and reduce inequality. While evidence suggests UFSM can support dietary quality and social inclusion; uptake remains inconsistent, and concerns have been raised regarding meal quality and portion sizes.

Aims/Objectives This study explored the perceptions of children and parents regarding the rollout of UFSM in Wales, focusing on perceived health, wellbeing and social impacts whilst also identifying factors influencing non-uptake.

Methods A mixed-methods study was conducted, combining qualitative focus groups with 56 children in year 6 (aged 10-11) across eight primary schools in Wales. A cross-sectional survey was also completed by 410 parents from 110 Welsh primary schools. Qualitative data from focus groups and open-ended survey questions were analysed thematically using Braun and Clarke’s framework, whilst closed-ended survey items were analysed descriptively to complement and contextualise qualitative findings.

Results Three themes emerged from the children’s data. (1) The Food Experience, (2) The Social Value of Lunchtime, and (3) Fuel for Learning and Feeling Good. Children valued the social and emotional aspects of mealtimes but reported mixed experiences with food quality, variety, and portion sizes. Parents similarly expressed concerns about meal nutritional quality but also highlighted the policy’s benefits in reducing financial strain, stress, and daily time pressures.

Conclusions UFSM is widely supported for promoting inclusion and access to food. Nevertheless, improving meal quality, portion sizes, and menu diversity is essential to sustain participation and maximise the policy’s long-term health and equity benefits.

The authors have declared no competing interest.

Funding was provided by Swansea University as a PhD studentship and supported by the Centre for Population Health. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

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