Adapted from a post by the College of Social & Behavioral Science.
In recent years, U.S. school districts have faced growing challenges in recruiting and retaining qualified school food-service workers. This problem directly impacts the quality of student meals and the broader goal of fostering healthy, resilient learning environments.

Economic researchers from the University of Utah recognize the need to support this essential workforce and are examining the interconnection between food services and education outcomes. Unpublished findings indicate the students perform better when schools invest more in their food-service workers.
Now, through a recently awarded grant, a team led by economics professor Eunice Han will investigate the challenges and opportunities faced by those who serve food at schools. Funded by the U.S. Department of Agriculture’s Food and Nutrition Service, the $151,000 grant was awarded through the University of Wisconsin-Madison, the Food Insight Group and the Chef Ann Foundation.
The project will help inform policy and practice by producing a summary report alongside three other national research teams working on similar efforts. Han’s co-investigators include assistant professor Sarah Small and former graduate student Papungkorn “Kob” Kitcharoenkarnkul of the Department of Economics.
“As the project moves forward, the team looks forward to contributing valuable insights to national conversations about education, labor and nutrition,” Han said. “Together with partners from around the country, their work aims to elevate the essential role of school food workers and ensure they receive the recognition and support they deserve.”
The College of Social & Behavioral Science spoke with Han about what inspired the project, what they hope to uncover and how the findings could shape the future of school food programs.
What inspired you to focus your research on the labor market well-being of school food service workers?
School food is an important issue, but most research focuses on the meals themselves, not the people who prepare and serve them. Food service workers play a key role in feeding children every day, yet we know very little about their working conditions. In his recent Ph.D. dissertation from our economics department, Kob Kitcharoenkarnkul showed that when schools spend more on paying and supporting food-service workers, students tend to do better in school. Another study by Kob and me found that investing in these workers leads to better student outcomes, especially in lower-income areas. This suggests that how food workers are treated can affect how students feel and perform. Our project looks at the current situation for food service workers in K–12 schools and how their jobs—and school funding—have changed before and after the COVID-19 pandemic.
Why is the school food workforce a critical—and perhaps overlooked—area of research?
Like teachers, school food workers play a vital role in caring for students. Their work relies not just on skills and resources, but also on their dedication to student well-being. Research shows that many food workers are deeply committed to serving healthy meals and often take on emotional responsibilities as part of their jobs. Yet, they are paid the lowest wages among school support staff, suggesting that their pay makes up only a small part of school district budgets.
How might your findings influence future policy or funding decisions related to school nutrition programs and staff support?
Our project offers a comprehensive overview of national trends and regional differences within the school food workforce. It highlights key factors that influence the occupational well-being of these workers and underscores their critical role in supporting educational quality. We will also analyze how school districts allocate financial resources to the school food workforce, providing valuable insights into institutional investment in this essential sector. To explore the connection between workforce well-being and student outcomes, we will assess the returns on school food worker spending by examining various indicators of student success. Ultimately, our findings aim to guide policymakers, educators and practitioners in developing effective strategies to enhance labor conditions and support the broader goals of student well-being and academic achievement.
Why is it important to examine these trends through an intersectional lens?
School food service workers are predominantly women, often older, and disproportionately from minority backgrounds. Their roles are further challenged by low wages, limited benefits and high turnover rates. To fully understand their labor market well-being, our analysis will apply an intersectional lens—considering gender, race, ethnicity, disability and familial status—an area in which Dr. Small has particular expertise.
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