Impact of Nutritional Status on Cognitive Development among School-aged Children

Abstract

Background: Adequate nutrition is essential for optimal cognitive development during childhood, as deficiencies in macronutrients and micronutrients can adversely affect memory, attention, learning ability, and academic performance. Despite growing recognition of the relationship between nutrition and cognitive health, evidence from school-aged children in developing settings remains limited. Objective: This study aimed to assess the association between nutritional status and cognitive development among school-aged children and to examine the influence of micronutrient deficiencies on cognitive performance and academic achievement. Methods: A cross-sectional observational study was conducted among 120 school-aged children (6–12 years) selected by random sampling from urban schools. Nutritional status was evaluated using anthropometric measurements, including height, weight, and body mass index (BMI), according to WHO growth standards. Dietary intake was assessed using a 24-hour dietary recall and a food frequency questionnaire. Cognitive development was evaluated using standardised assessments of memory, attention, concentration, and academic performance. Descriptive statistics, Pearson correlation analysis, and chi-square tests were used for data analysis, with statistical significance set at p < 0.01. Results: Among the participants, 56.7% had normal nutritional status, whereas 43.3% exhibited varying degrees of undernutrition. Children with normal nutritional status demonstrated significantly higher memory scores (85.4 ± 0.4), attention scores (82.6 ± 0.2), and academic performance (88.5%) than children with moderate and severe undernutrition. Linear trend analysis revealed a strong inverse relationship between worsening nutritional status and cognitive outcomes, with Pearson correlation coefficients of -0.9990 for memory, -0.9963 for attention, and -0.9975 for academic performance (all p < 0.01). Iron deficiency was the most common micronutrient deficiency (31.7%), followed by deficiencies of vitamin A, zinc, and iodine. Although 67.4% of micronutrient-deficient children demonstrated poor cognitive performance, the association between different micronutrient deficiencies and cognitive impairment was not statistically significant (χ² = 2.359, df = 3, p = 0.501). Conclusion: Nutritional status is strongly associated with cognitive development and academic performance among school-aged children. Undernutrition was associated with substantial declines in memory, attention, and educational achievement. Although the association between specific micronutrient deficiencies and cognitive impairment was not statistically significant in this study, the high prevalence of poor cognitive performance among children with deficiencies underscores the importance of early nutritional assessment, micronutrient supplementation, and school-based nutrition interventions to promote optimal cognitive development and educational outcomes.