Impact of iron deficiency anemia on cognition of school children of South India

Thalanjeri, Padmini; Karanth, Harish; Shankar, Vinutha; Kutty, Karthiyanee

doi:10.5958/2394-2126.2016.00032.3

Cited by 4 publications

(9 citation statements)

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“…Subsequent Fe supplementation beyond the early childhood can optimise body Fe stores, but cannot neutralise the impact of early onset ID on neurodevelopment, cognition and behaviour (2,53,54) . ID in school age years can also affect cognition, as per other Indian studies (24,28,30,55) . Among cognitive functions, ID impairs executive function the most, which includes but not limited to attention, inhibitory control, planning ability and working memory (3,4,36,54) .…”

Section: Discussionsupporting

confidence: 54%

“…Although the prevalence of anaemia had lowered to 58•5 % in NFHS-4, from its previous estimate of 69•4 % in NFHS-3, anaemia continues to be a public health problem in India (27) . Other studies from India also had reported that anaemia was common in the older age group with a prevalence ranging between 27 and 63 % (28,29) . Other causes of anaemia in children from low-middle income countries are hookworm infestation with resultant blood loss, vitamin B 12 deficiency manifesting as megaloblastic anaemia, haemoglobinopathy disorders and environmental enteropathy (23,30,31) .…”

Section: Discussionmentioning

confidence: 85%

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Body iron and lead status in early childhood and its effects on development and cognition: a longitudinal study from urban Vellore

Koshy

Srinivasan

Zachariah

et al. 2020

Public Health Nutr.

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AbstractObjective:Early childhood factors can have persisting effects on development and cognition in children. We propose to explore the trends of Fe deficiency and Pb toxicity in early childhood and their association with child development at 2 years of age and cognition at 5 years.Design:Longitudinal birth cohort study.Setting:Urban slum, Vellore, India.Participants:Children enrolled at birth were followed up regularly in the first 2 years with developmental and cognitive assessments at 2 and 5 years of age, respectively.Results:The birth cohort enrolled 251 children with 228 children followed up at 2 years and 212 at 5 years of age. Fe deficiency (ID) was highest at 15 months of age and improved subsequently at 24 months. Blood Pb levels (BLL) remained high at all age groups with an increasing trend with age; 97 % at 36 months having high BLL. Persistent high mean BLL at 15 and 24 months had negative association with both cognition and expressive language raw scores of 24 months, while high mean BLL at 15, 24 and 36 months had no significant association with any of the domains of cognition at 5 years of age. Early childhood cumulative body Fe status at 7, 15 and 24 months did not show any association with child development at 2 years, but was associated with verbal, performance and processing speed components of cognition at 5 years.Conclusions:Optimising body Fe status and limiting Pb exposure in early childhood can augment child development and school entry cognition.

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 85%

Body iron and lead status in early childhood and its effects on development and cognition: a longitudinal study from urban Vellore

Koshy

Srinivasan

Zachariah

et al. 2020

Public Health Nutr.

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“…Overall, 25 studies examined the relationship between iron status and/or anemia and measures of cognitive performance or school achievement [ 14 , 17 , 18 , 19 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ].…”

Section: Resultsmentioning

confidence: 99%

“…In total, 13 studies reported on measures of intelligence. Five studies found differences in measures of intelligence based on iron and anemia status [ 19 , 24 , 32 , 35 , 40 ]. Three of these studies assessed intelligence using the Raven’s Progressive Matrices (RPM), a widely used non-verbal group test of fluid intelligence, and found that anemic children performed worse than non-anemic children [ 19 , 24 , 40 ]; however, it should be noted that Anuar Zaini et al did not conduct any statistical analyses.…”

Section: Resultsmentioning

confidence: 99%

“…Five studies found differences in measures of intelligence based on iron and anemia status [ 19 , 24 , 32 , 35 , 40 ]. Three of these studies assessed intelligence using the Raven’s Progressive Matrices (RPM), a widely used non-verbal group test of fluid intelligence, and found that anemic children performed worse than non-anemic children [ 19 , 24 , 40 ]; however, it should be noted that Anuar Zaini et al did not conduct any statistical analyses. Using the Bhatia battery performance test, consisting of Kohs’ block design (for visuo-constructional ability) and the Passalong test (for concrete ability), More et al found that IQ scores were lower in both anemic and non-anemic iron-deficient girls, as compared with non-iron-deficient girls [ 32 ].…”

Section: Resultsmentioning

confidence: 99%

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Iron Status, Anemia, and Iron Interventions and Their Associations with Cognitive and Academic Performance in Adolescents: A Systematic Review

2022

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In adolescents, iron-deficiency anemia is the leading cause of disability-adjusted life years lost. The World Health Organization recommends delivering iron supplementation through school-based platforms, requiring partnerships with the education sector. This anemia-reduction intervention is valued for the perceived benefits of improved learning and school performance. This article aims to systematically review the available evidence on the relationship between iron status and anemia and impacts of iron interventions on cognitive and academic performance in adolescents. Fifty studies were included: n = 26 cross-sectional and n = 24 iron-containing interventions. Our review suggests that iron status and anemia may be associated with academic performance in some contexts and that iron supplementation during adolescence may improve school performance, attention, and concentration. However, nearly all supplementation trials were judged to have moderate or high risk of bias. We did not find evidence suggesting that iron status and anemia influenced or were associated with attention, intelligence, nor memory in adolescents. Further, iron supplementation did not improve memory and recall or intelligence. Overall, more high-quality research is needed to guide programmers and policy makers to understand the relationships between anemia and educational performance and the potential impacts of iron interventions, which effectively reduce anemia, on adolescents’ learning and school performance.

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The Relationship between Physical Activity with Increased Learning Concentration Among Students at Senior High School 3 Denpasar

Putra

Widnyana

Kamayoga

et al. 2021

ptji

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Introduction: Physical activity is any body movement caused by the work of skeletal muscles system and increases the expenditure of effort and energy. The energy is used as fuel to perform motion and function. Nutrition and oxygen throughout the tissue will be better with increased physical condition which showed by increased in the amount of hemoglobin in the blood. Increased concentration will occur when the two energy substances in the human brain effect and fastering body's circular system. Objective: To determine the relationship between physical activity with increasing concentration on students in learning at senior high school 3 Denpasar. Methods: The sampling technique in this study was consecutive sampling. This study used an observational method with a cross sectional design. This research collects data from 122 students at senior high school 3 Denpasar which will measure the level of physical activity and concentration. Results: The results showed that there was a significant relationship between physical activity with increase in learning concentration on students at senior high school 3 Denpasar (r=0,737; p<0,05). Conclusion: There is a significant relationship with a positive value between physical activity with an increase in learning concentration on students at senior high school 3 Denpasar. If physical activity increases, the concentration of learning will also increase

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Impact of iron deficiency anemia on cognition of school children of South India

Cited by 4 publications

References 0 publications

Body iron and lead status in early childhood and its effects on development and cognition: a longitudinal study from urban Vellore

Body iron and lead status in early childhood and its effects on development and cognition: a longitudinal study from urban Vellore

Iron Status, Anemia, and Iron Interventions and Their Associations with Cognitive and Academic Performance in Adolescents: A Systematic Review

The Relationship between Physical Activity with Increased Learning Concentration Among Students at Senior High School 3 Denpasar

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