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The report examines food insecurity through the perspective of teachers in British Columbia, drawing on findings from prior BCTF research and outcomes of a 2020 virtual Think Tank. It summarizes key themes and outlines action paths—Amplify, Extend, and Advocate—to guide the union’s principles, advocacy, and support for equitable food programs for all 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[iStock.com/RomoloTavani](iStock.com/RomoloTavani)  \n British Columbia Teachers’ Federation  \nInformation, Research and International Solidarity Division  \n100-550 West 6th Avenue  \nVancouver, BC V5Z 4P2  \n[research@bctf.ca](research@bctf.ca)  \nTable of contents  \nIntroduction .......................................................................................... 2  \n“Transforming challenges into opportunities:” Principles for action ................................... 3  \n“Public support and investment in the well-being of all children, not just charity”................. 3  \n“Universal, not targeted” ....................................................................... 4  \n“Place-based and culturally relevant” ........................................................... 4  \nPaths for action: Amplify, Extend, Advocate ........................................................... 5  \nAmplify ........................................................................................ 5  \nExtend......................................................................................... 7  \nAdvocate ...................................................................................... 7  \nGraphic recording of the Think Tank, by Drawing Change ............................................. 8  \nReferences ........................................................................................... 10  \nNotes ................................................................................................ 12  \nImage source: [iStock.com/brozova](iStock.com/brozova)  \nPlanting the seeds The role of teachers and the union in food security in BC 1  \nIntroduction  \nAmong the inequities that have been exposed and amplified by the COVID-19 pandemic, access to affordable and healthy food is increasingly a crisis for many students and their families. In Canada, a survey conducted in May 2020 found that almost one in seven (14.6%) Canadians were living in a household with food insecurity, an increase from 10.5% in 2018, and with higher rates for households with children than those without (Statistics Canada, 2020). This has contributed to increased attention to the impact of COVID-19 and food security on children’s well-being (Children First, 2020; Dove, Wong, Gutafson,& Cornell, 2020; UNICEF Canada, 2020), as well as renewed calls for a national food program (Food Secure Canada, 2020; The Coalition for Healthy School Food, 2020).  \nThe responses to food insecurity over the course of the pandemic have been necessary emergency measures. For instance, as schools shut down in Spring 2020, countries around the world put in place emergency programs to continue providing food to students (Breakfast Club of Canada, 2020; World Food Programme, 2020). Likewise, food banks across Canada have seen a spike in demand.1 At the same time, the pandemic has served to magnify an issue that many teachers have seen and addressed daily in their classrooms. A 2015 study by the British Columbia Teachers’ Federation (BCTF) found that there was a “considerable gap between the needs of hungry children attending public schools and the food programs available to meet their needs”(BCTF Research, 2015, p. 7). In many cases, it is teachers who step in to fill these gaps. For instance, teachers reported spending on average $29/month to meet the needs of hungry students, a figure that resonates with research from the US. However, there is a gap in the food security literature in relation to the role of teachers, and teacher unions, in this important issue.  \nTo explore food security from the perspective of teachers, the BCTF held a virtual Think Tank in Fall 2020. As a social justice union, the BCTF has prioritized healthy food for all students as a key equity issue that necessitates concrete action to benefit all students and families. The impetus f","cbCaivkcywQaeQzT","https://ap.wps.com/l/cbCaivkcywQaeQzT","pdf",7505592,16,"English","# Introduction\n## “Transforming challenges into opportunities:” Principles for action\n## “Public support and investment in the well-being of all children, not just charity”\n## “Universal, not targeted”\n## “Place-based and culturally relevant”\n## Paths for action: Amplify, Extend, Advocate\n### Amplify\n### Extend\n### Advocate\n## Graphic recording of the Think Tank, by Drawing Change\n## References\n## Notes","[{\"question\":\"Why is food security a key concern for students and families in BC during and after COVID-19?\",\"answer\":\"The report links widening inequities during the COVID-19 pandemic to reduced access to affordable and healthy food for many students and households, including rising rates of food insecurity.\"},{\"question\":\"What prompted the BC Teachers’ Federation (BCTF) to hold a Think Tank in Fall 2020?\",\"answer\":\"A BCTF Executive Committee motion recommended investigating a Summit or similar teacher research process addressing food insecurity and solutions, including culturally relevant and place-based healthy food for students.\"},{\"question\":\"How does the report propose the union can act on food security?\",\"answer\":\"It identifies principles derived from Think Tank themes and proposes action paths for the union to amplify, extend, and advocate, including actions categorized as Amplify, Extend, and Advocate.\"}]","Planting the seeds - The role of teachers and the union in food security in BC | PDF",1792043818]