Abstract
We aimed to examine the relationships of lifestyle habits and nutritional status with emotional behavior among schoolchildren in Sri Lanka. Five hundred and eight schoolchildren (195 boys and 313 girls) aged 5–10 years were included. Emotional and behavioral problems were assessed using the Strengths and Difficulties Questionnaire. Nutritional status was used for body mass index-for-age z-score. Breakfast consumption, daily moderate- to vigorous-intensity physical activity (MVPA), wake-up time, and bedtime were considered lifestyle habits. The mean total difficulties score ± standard deviation was 12.0 ± 5.3, and the mean prosocial behavior score was 7.4 ± 1.9. In total, 89.2% children ate breakfast, and 41.3% engaged in at least 60 min of MVPA per day. After adjustment for confounding factors, multiple logistic regression analyses showed that breakfast skipping was associated with high scores on conduct problems (adjusted odds ratio (aOR) = 2.95, 95% confidence interval (CI): 1.50 to 5.77, p < 0.01) and that late bedtime was related to low prosocial behavior scores (aOR = 2.43, 95% CI: 1.17 to 5.03, p < 0.05). Our findings suggest that promoting regular lifestyle habits helps reduce psychological difficulties in schoolchildren. However, further research, including longitudinal studies, are required to identify the mechanism underlying this relationship.
Highlights
Emotional and behavioral problems among school-aged children are risk factors affecting healthy growth
total difficulties score (TDS) = conduct problems + hyperactivity-inattention + emotional symptoms + peer problems. In this cross-sectional study, we examined whether nutritional status or lifestyle habits, including breakfast intake, physical activity, wake-up time, and bedtime, are associated with psychological behavior among schoolchildren aged 5–10 years in Sri Lanka
We found that unfavorable lifestyle habits such as breakfast skipping and late bedtime were related to emotional and behavioral problem factors
Summary
Emotional and behavioral problems among school-aged children are risk factors affecting healthy growth. The World Health Organization (WHO) states that “Mental health is more than just the absence of mental disorders or disabilities. It is a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community” [2]. A previous study found a negative correlation between decreased academic performance and increased behavioral difficulties among Sri Lankan adolescents aged 10–13 years [3].
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