Adnkronos (Adnkronos) – "The debate over eliminating pork from school cafeterias and introducing dishes inspired by the food traditions of foreign students' countries of origin deserves reflection that takes into account not only nutritional aspects, but also educational, cultural, and social implications. In my opinion, the goal of inclusion must be pursued by promoting what students have in common, rather than emphasizing their differences.
Precisely for this reason, I believe it's appropriate for all students to be able to consume the same foods, without differentiation that would risk undermining their belonging to different groups. If schools have Muslim, Jewish, or other religious children who do not allow pork to be consumed, the most inclusive solution is to exclude this food from the school menus.
This way, all students can share the same dish, without exclusions and without the need to prepare differentiated menus." This is the vision expressed to Adnkronos Salute by the pediatrician.
Italo Farnetani.
“Numerous studies on child and adolescent development demonstrate how important the process of identification with the peer group is during growth.
"Children and adolescents naturally tend to adopt behaviors, habits, and patterns shared by their peers, from their clothing to their interests and even their eating habits. This phenomenon is now further amplified by the influence of social media," the expert argues, pointing out that his position on the ongoing debate, sparked by the decisions of some schools in the country and the controversy it has sparked, "is not based on nutritional considerations. Pork has no specific contraindications in children's nutrition when consumed as part of a balanced diet. Any exclusion from school lunches would therefore represent an organizational and social choice aimed at allowing all children to participate in the same convivial moment."
Farnetani, however, believes that "the systematic introduction of dishes from the gastronomic traditions of other cultures, such as chicken curry or couscous, when these preparations are not part of the local food tradition, is a different matter. In this case," he says, "I don't believe inclusion is truly promoted. For years, I have supported the principle that, to grow up in a balanced way, children need 'roots and wings': roots to understand their own cultural and territorial reality, wings to open themselves to the world and different cultures. School lunches are also an educational tool. Through food, children can be introduced to the products, flavors, and traditions of the region in which they live. The characteristics of local cuisine derive from the history, agriculture, livestock farming, fishing, and typical products of each geographical area. Each Italian region has its own food identity that is an integral part of the local cultural heritage."
Throughout his medical practice and as a pediatrics professor, Farnetani has explored the topic of childhood nutrition on numerous occasions and from various perspectives. "My research, conducted over approximately 20 years," he explains, "has highlighted how children from different Italian regions display different food preferences, closely tied to local traditions. Couscous, for example, is perceived as a traditional food by many Sicilian children, while in Lombardy, saffron risotto plays a similar role. This variety constitutes a cultural richness that schools should promote." For children from other countries, "knowing and appreciating the typical dishes of their region represents an important opportunity for integration. This does not mean abandoning family food traditions, which will naturally continue to be maintained and valued at home. On the contrary, knowledge of local cuisine can become a concrete tool for fostering a sense of community belonging and identification with peers."
From this perspective, the expert continues, "school cafeterias should emphasize typical local products and dishes, considering them an integral part of the educational process. The food traditions of different families must certainly be respected and valued within the family, while schools should offer a common cultural heritage, shared by all students. It is also essential that there is proper collaboration between the school cafeteria and families. Parents should be adequately informed about school menus so they can appropriately integrate their children's diet into other meals of the day and week. Proper food rotation is, in fact, one of the fundamental principles of nutritional education. Knowing what is eaten for lunch allows families to plan balanced dinners and weekend meals, avoiding repetition and ensuring the necessary dietary variety."
Ultimately, Farnetani concludes, "I believe that school inclusion should be pursued through the sharing of common experiences. Eliminating foods from school environments that might exclude some students may be a reasonable choice. At the same time, the cafeteria should maintain a strong connection with local gastronomic traditions, helping to convey to children those cultural 'roots' that are essential to growth and social integration. In this way, schools can simultaneously foster inclusion, belonging, and the valorization of local identity."
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