Schools are key environments for promoting healthy eating habits, food knowledge and skills, but the systematic implementation of food education is usually lacking. This study aimed to examine the perceptions of primary school headteachers and municipal education directors regarding the key factors influencing the implementation of food education in Finnish primary schools.

In this qualitative study, the participants took part in research interviews. The interviews were transcribed verbatim and analysed using theory-driven content analysis to identify common categories.

Semi-structured one-on-one interviews were conducted.

The interviews involved twelve headteachers and five education directors, all of whom had prior experience in implementing food education through the Tasty School project, which supported primary schools in delivering food education.

In the analysis, the key factors influencing implementation of food education were categorised according to an ecological framework into two levels: the macro level and the school community level, which represents the micro-level interactions within the school’s physical and social environment. The results indicate that successful food education requires a school culture that prioritises it − incorporating curriculum integration, dedicating adequate planning time and ensuring sufficient resources.

Primary schools would benefit from a school culture that prioritises food education. This includes setting objectives in the curriculum, allocating sufficient time for planning, ensuring resources and creating supportive learning environments. While headteachers play a central role, support from municipal officials is essential for sustained implementation. These findings provide insights to support the implementation of food education at both school and municipal levels.