A systematic review of the effect of dietary exposure that could be achieved through normal dietary intake on learning and performance of school-aged children of relevance to UK schools

Abstract

The aim of the present review was to perform a systematic in-depth review of the best evidence from controlled trial studies that have investigated the effects of nutrition, diet and dietary change on learning, education and performance in school-aged children (4 -18 years) from the UK and other developed countries. The twenty-nine studies identified for the review examined the effects of breakfast consumption, sugar intake, fish oil and vitamin supplementation and 'good diets'. In summary, the studies included in the present review suggest there is insufficient evidence to identify any effect of nutrition, diet and dietary change on learning, education or performance of school-aged children from the developed world. However, there is emerging evidence for the effects of certain fatty acids which appear to be a function of dose and time. Further research is required in settings of relevance to the UK and must be of high quality, representative of all populations, undertaken for longer durations and use universal validated measures of educational attainment. However, challenges in terms of interpreting the results of such studies within the context of factors such as family and community context, poverty, disease and the rate of individual maturation and neurodevelopment will remain. Whilst the importance of diet in educational attainment remains under investigation, the evidence for promotion of lower-fat, -salt and -sugar diets, high in fruits, vegetables and complex carbohydrates, as well as promotion of physical activity remains unequivocal in terms of health outcomes for all schoolchildren.

Health habits of medical students during operating room rotations

“…At some point a lack of healthy habits will negatively influence performance. Learning has been associated with diet, sleep, and exercise behaviors, with known mechanisms of action [22][23][24][25]. A lack of sleep has also been shown to be associated with an increased incidence of self-perceived medical errors among residents [26].…”

School lunch and learning behaviour in primary schools: an intervention study

“…Studies exploring the benefits of school food generally lack clear and objective behavioural and educational endpoints; have been carried out in populations not generalisable to the wider school community; or have focused on the role of single foods, nutrient or meals in mediating educational improvements, but not addressed the way in which nutrition interventions themselves alter the environment in which children's behaviour is being evaluated, nor the potential interactions between nutritional and environmental interventions (Ells et al, 2008).…”

“…Only two studies cited in the University of Teeside review (Ells et al, 2008) explored school lunches and educational outcomes (Dunifon & Kowaleski-Jones, 2002, Gietzen & Vermeersh 1980. Neither explored the impact of better eating at lunchtime on classroom learning behaviour.…”

School lunch and learning behaviour in secondary schools: an intervention study

“…

The belief that children who are well fed are better learners is supported by observational evidence from developing countries, but there is a dearth of good-quality research on the effect of diet on learning in school-aged children in developed countries (1) . The current study helped to redress this by investigating the effect of catering and dining interventions in secondary schools on classroom behaviour in the post-lunch period using a validated direct observational method.

In 2008, all the co-educational secondary schools across four Local Authority (LA) areas in England were approached to participate in a school lunch and behaviour study.

…”

“…Ells LJ, Hillier FC, Shucksmith J et al (2008). A systematic review of the effect of dietary exposure that could be achieved through normal dietary intake on learning and performance of school-aged children of relevance to UK schools.…”