{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,12]],"date-time":"2026-09-12T06:17:09Z","timestamp":1789193829488,"version":"build-2803163510"},"reference-count":54,"publisher":"Emerald","issue":"3","license":[{"start":{"date-parts":[[2017,4,3]],"date-time":"2017-04-03T00:00:00Z","timestamp":1491177600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["HE"],"published-print":{"date-parts":[[2017,4,3]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus\u2019 work in five schools, including a range of school sizes and urban\/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The Cooking Bus forged connections with schools through aligning intervention and schools\u2019 goals, focussing on pupils\u2019 cooking skills, training teachers and contributing to schools\u2019 existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers\u2019 use of intervention cooking kits.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.<\/jats:p><\/jats:sec>","DOI":"10.1108\/he-06-2014-0073","type":"journal-article","created":{"date-parts":[[2017,3,13]],"date-time":"2017-03-13T04:50:43Z","timestamp":1489380643000},"page":"234-251","source":"Crossref","is-referenced-by-count":6,"title":["Implementation of a Cooking Bus intervention to support cooking in schools in Wales, 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