Abstract Background Preschoolers’ energy balance-related behaviours (EBRBs) and self-regulation skills are important for their later health. Few preschool-based interventions aiming to promote preschoolers’ EBRBs and self-regulation skills, simultaneously reducing differences in EBRBs, due to children’s socio-economic status (SES) background, have been conducted. This study will present the Increased Health and Wellbeing in Preschools (DAGIS) intervention development process applying the Intervention Mapping (IM) framework. Methods The development of the DAGIS intervention study, a preschool level clustered randomized controlled trial (RCT), was based on the IM framework. The protocol in IM guides the development process of an intervention through six steps: needs assessment and logic model of the problem, programme outcomes and objectives, design of the programme, production, implementation plan, and evaluation plan. Results The needs assessment, part of the step 1 in IM, yielded the base for the DAGIS logic model of change. The model includes objectives related to changes in children’s EBRBs, self-regulation skills, and in psychosocial and physical environment that is determined by parents and early educators. A 22-week programme was developed, and materials for preschools and families were produced. A feasibility study of the recruitment processes, acceptability of the materials and methods, and implementation was conducted. The DAGIS intervention study was conducted September 2017–May 2018 as a clustered RCT including a comprehensive effectiveness and process evaluation. The process evaluation was run throughout the intervention targeting preschools and families. Conclusion A preschool-based family-involving programme was developed in the DAGIS intervention study by applying the IM protocol. It was a time- and resource-consuming process. However, the systematic planning, development, and running of the programme have reinforced a comprehensive evaluation, which is a strength in the intervention. The results from the evaluation will enhance the knowledge of how to promote EBRBs and self-regulation skills among preschoolers, and diminish SES differences in them. Trial registration ISRCTN57165350 (Prospectively registered January the 8th, 2015).

Purpose This study aims to examine the role of hunger, environmental, economic, landfill and water shortage concerns as significant dimensions of consumer social awareness marketing in socially responsible plate food consumption. Design/methodology/approach To carry out their purpose, the authors validate the hypothesized model empirically through data from 1,536 households using structural equation modeling (SEM). In particular, the construct measures of the structural model have been tested by confirmatory factor analysis (CFA). Findings The outcome the authors came up with is coherent with the hypothesized model, and it proves a positive relationship of the five dimensions identified on consumer awareness. Moreover, the study results show the crucial role of landfill and water shortage concerns in measuring consumer awareness. Practical implications These findings may be of interest to practitioners, academics and policymakers for socially responsible food consumption guidance and training for planning consumer awareness programs. More in detail, this study offers the indication that the dimensions of the social consumer awareness construct are differing from commercial consumer awareness. Originality/value Even though several previous studies have addressed the concept of consumer awareness concerning product and service purchase decisions, this is one of the first research studies on consumer awareness as a multidimensional construct in social marketing studies domain.

Current food systems face immediate and complex challenges in feeding a growing global population. It is necessary to mitigate the environmental impact of food systems while ensuring food security across the globe. Drawing on the example of recent multi-sectoral approaches which focus on the interconnections between public health and the environment, this work offers a narrative review and broader conceptual framework advancing two propositions. The first is that school meals systems have the potential to help enable sustainable food transitions. The second is that favoring well-planned plant-based meals in schools may strengthen this potential. The review and resulting framework highlight the relevance of seeking transdisciplinary dialogue and considering diverse sectors of society, such as public health, the environment, social protection, economic development, and community welfare. We review possible health benefits as well as possible economic and environmental outcomes, especially if school meals are sourced mainly from local communities and eco-friendly agricultural practices. Cross-sectoral implications related to social protection and community welfare are also identified and discussed, as well as potential pathways for materializing sustainable food transitions in schools.