Abstract
Studies indicate that breakfast positively affects learning in children. The present study aimed to examine associations between habitual school-day breakfast consumption frequency and academic performance, as measured by the General Certificate of Secondary Education (GCSE). The GCSE is a national academic qualification obtained by most British children during secondary education. Adolescents aged 16–18 years (n = 294; females: 77.2%) completed a retrospective 7-day food diary to report breakfast intake and a questionnaire to report GCSE grades. Breakfast was defined as any food or drink containing ≥5% of total energy expenditure (TEE) consumed up to 10:00 a.m. on school days. Habitual weekly school-day breakfast consumption frequency was categorized as rare (0–1 school days), occasional (2–3 school days), or frequent (4–5 school days). GCSE grades were aggregated into point scores and linear regression models were applied. Participants' GCSE grades in Mathematics and English were analyzed using ordinal logistic regression. Adolescents who rarely consumed breakfast on school days had a significantly lower capped point score (β = −0.13, p < 0.05) and mean point score (β = −0.14, p < 0.05) compared with frequent consumers. Low/middle socio-economic status (SES) adolescents who rarely consumed breakfast were significantly less likely to achieve higher Mathematics grades compared to low/middle SES adolescents who frequently consumed breakfast [adjusted cumulative odds ratio (OR): 0.35 95% confidence interval (CI): 0.17–0.72]. This cross-sectional study demonstrates that habitual school-day breakfast consumption amongst adolescents is a significant correlate of GCSE attainment. The results offer promising associative evidence which warrants further exploration in well controlled studies.
Highlights
There is interest in the impact of dietary interventions for improving cognitive function in schoolchildren
The fully adjusted unstandardized beta coefficient (B) indicated that capped General Certificate of Secondary Education (GCSE) point scores were on average 10.25 points lower in adolescents who rarely eat breakfast on school days compared to those who frequently eat breakfast (B = −10.25, 95% confidence interval (CI) = −19.16 to −1.34; Table 2, model 2)
The present study examined the relationship between habitual school-day breakfast consumption frequency and GCSE attainment, a national academic qualification obtained by most British school adolescents during secondary education
Summary
There is interest in the impact of dietary interventions for improving cognitive function in schoolchildren. Breakfast has the potential to improve children’s cognitive function at school, which may benefit learning and academic performance. Numerous studies have examined the acute (same morning) and chronic effects of breakfast consumption on cognitive performance, as measured by objective cognitive function tasks. Systematic reviews have demonstrated that consuming breakfast. Breakfast and Academic Performance relative to fasting has a positive effect on cognitive function measured within 4 h post-ingestion [1]. The degree of improvement varies according to the nutritional status of the child [2, 3], as well as the timing and difficulty of the cognitive task employed [4,5,6]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
