Int. J. Environ. Res. Public Health 2009, 6 1273 The majority of parents (M: 93%; F: 91%) like to receive information about what the child learns about physical activity and nutrition; nonetheless, only slightly more than half of the parents (M: 57%; F: 54%) think that parents should be involved in the school‟s food policy. Seventy-nine percent find it a plus point if a piece of fruit is available daily at school. Most parents (M: 94%; F: 91%) would like that the teachers take care that the child drinks enough fluids; mothers more than fathers (M: 79%; F: 68%) like to be informed about what the child eats at school. The majority (M: 83%; F: 78%), agrees that the school is allowed to put restrictions on what children bring to school as a snack; 70% of the mothers, but only 54% of the fathers, agree that soft drinks should be forbidden at nursery schools. On the other hand, only one-third agrees that drinks should be limited to natural milk, water, and soup. Eighty-one percent of the mothers and 70% of the fathers consider themselves sufficiently informed about the school food policy. Slightly less (M: 76%; F: 67%) are satisfied with the school food policy; however, most others marked the mid-point, indicating they have no opinion (M: 20%; F: 30%), while only a few were dissatisfied (M: 4%; F: 3%). Only 62% of the mothers and 54% of the fathers are satisfied with the items available at school, again most others (M: 20%; F: 37%) did not have an opinion about it, while only 9% of mothers and fathers were dissatisfied with the food items available at school. 3.4. Teachers’ Opinions In general, the results of the teachers are quite comparable although some remarkable differences were found. Fewer teachers report that it is necessary to involve parents in the school food policy, that availability of fruit at school is a plus point, and that sweets should be allowed as a treat. More teachers are, however, satisfied with the food available at school, and more teachers think that the school is allowed to restrict what children bring to school as a snack, that soft drinks should be forbidden, and that parents are sufficiently informed about what their children learn at school. 3.5. SES Differences The significant SES differences are reported in Table 3: SES differences are mainly related to food restrictions at school and educational aspects. Those of low educational level are less restrictive and find the role of the school in teaching a balanced diet less important. A reverse association, however, was found for learning new food items: those of low SES find it more important that children learn of new food items at school in comparison with their counterparts of high SES.