Associations between Food Group Intake, Cognition, and Academic Achievement in Elementary Schoolchildren.

Rachel Bleiweiss-Sande,Catherine Wright,Stephanie Anzman-Frasca,Sarah Amin,Jennifer M Sacheck,Kenneth Chui

doi:10.3390/nu11112722

Abstract

Nutrition plays an important role in proper physical and cognitive functioning. However, there is limited evidence on the relationship between overall diet, cognition, and academic success in children, particularly among low-income and diverse groups. The objective of this study was to examine the relationships between healthful versus less healthful food group intake, cognitive performance, and academic achievement in a diverse sample of schoolchildren. 868 urban schoolchildren (age 8 to 10 years) participated in the study. Intake of healthful (fruits, vegetables, unsweetened beverages) and less healthful (sweet and salty snacks, sugar-sweetened beverages) food groups was determined via a food frequency questionnaire. Digit Span and Stroop test scores were used to assess cognitive performance. Academic achievement was assessed via standardized test scores. Multiple Poisson and multiple linear regression were used to test the associations between diet and cognitive scores. Multiple ordered logistic regression was used to assess the associations between diet and academic achievement. Potential confounders (age, sex, body mass index (BMI) z-score, race/ethnicity, English language learner status, individualized education plan enrollment, physical activity, and parent education level) were tested for inclusion in all models. The sample included 868 children (56.7% girls; 33.2% non-Hispanic white, 26.2% Hispanic, 17.1% multiracial/other, 8.3% non-Hispanic black; 40.5% overweight/obese). The most frequently consumed foods were fruits and sweet snacks (1.9 and 1.6 servings per day, respectively). There were no statistically significant associations between diet and cognitive test scores. Greater intake of less healthful food groups (sweet snacks, salty snacks, and sweetened beverages) was associated with lower math (OR = 0.91, CI [0.84, 0.98], p = 0.014) and English standardized test scores (OR = 0.87, CI [0.80, 0.94, p = 0.001). Greater intake of sweet snacks and fruits was associated with lower English scores (OR = 0.72, 95% CI [0.59, 0.88] p = 0.001; and OR = 0.75, 95% CI [0.72, 0.94] p = 0.003, respectively). Consumption of less healthful food groups was associated with poorer academic achievement. Further research may shed light on unexpected associations between fruit consumption and achievement. Policies targeting multiple dietary components may positively influence child academic achievement and development.

Highlights

Cognition is a set of higher mental functions including memory, learning, and attention; it is demonstrated to be a significant predictor of a child’s academic achievement and his/her future quality of life [1,2]
This study examined the relationships between intake of more and less healthful foods commonly consumed by children from diverse, lower-income school districts in MA and cognitive/academic outcomes, taking into consideration multiple related factors including BMI, physical activity levels, breakfast consumption, behavioral issues, and socioeconomic variables
Our findings demonstrate that greater overall intakes of less healthful foods are associated with lower math and English standardized test scores, suggesting that dietary patterns rich in energy-dense, nutrient-poor foods are linked to lower academic achievement in this population

Summary

Introduction

Cognition is a set of higher mental functions including memory, learning, and attention; it is demonstrated to be a significant predictor of a child’s academic achievement and his/her future quality of life [1,2]. Recent evidence demonstrates that children in the United States (U.S.) are not meeting dietary recommendations [3,4,5]. It is widely accepted that individual foods and nutrients may have interactive and potentially cumulative effects on health. For this reason, the 2015–2012 Dietary Guidelines for Americans shifted the focus of its recommendations from foods and nutrients to overall eating patterns [3]. More research is needed on the impact of food groups on cognition and academic success in children to inform effective intervention strategies [10,11]

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Conclusion