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Running head: BRAIN FOOD

Brain Food: How Nutrition Affects Academic Achievement

Ashleigh Gardner

Marlene Kaye

Arizona State University

PPE 310: Healthy Learning Communities

Dr. Jennifer Houston

Signature Assignment Outline

November 30, 2017

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Brain Food: How Nutrition Affects Academic Achievement

The purpose of this document is to consider how nutrition affects academic achievement.

We will examine research conducted with the objective of food to determine if it has any impact

on cognitive power, physical energy, and even emotions like anger and contentment. This

research will then be analyzed for practical implications and marketing strategies to benefit my

community.

Introduction

Success in school is considered of the utmost importance for parents and a productive

society. Yet, success in school is difficult to define and challenging to control. It requires good

teachers, engaged students, insightful curriculum, and an organized administration, minimally.

However, in 1943 psychologist Abraham Harold Maslow developed his hierarchy of needs as a

motivational theory for human behavior (McLeod, 2016). Maslow contends that there are five

basic needs which must be met in order for humans to achieve their full potential, including

learning. The most basic of these needs was food, water, warmth, and rest. For this assignment

we will focus on food. Since Maslows discovery, researchers have taken this principle a step

further and have begun to examine how different aspects of nutrition may affect academic

achievement. While we are encouraged as children to eat healthy food in order to have a healthy

body, we pose the question if healthy eating habits could also create a healthy mind. Researchers

argue that not only can certain foods help physical issues, some foods can help improve memory

and focus. Eating a healthy meal on a regular basis can provide the necessary energy for a

successful day, including energy needed for a full and diverse learning experience for a child.

Additionally, researchers contend that proper nutrition can have a positive effect on emotional

and social development. It would seem, then, that practical implication for this research could be
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used to show evidence that providing a high quality nutritious breakfast and lunch for students

will reveal increased classroom engagement and improved behavior. A communication revealing

this evidence may encourage parents to change family eating habits. Academic achievement may

not be limited to improvements in schools, technology, or assessments. Success in school may be

quickly improved by improved nutrition.

Review of Literature

Today, more than 17% of Americas youth are living with obesity (CDC, 2017). This

staggering number affects children from all socioeconomic backgrounds and ethnicities to some

degree however, the prevalence of obesity remains particularly high among African Americans,

Hispanic and Mexican Americans, and low-income children (Hollar, et al., 2010). Additionally,

children living in poverty are disproportionately affected by obesity which could be linked to low

test scores and academic achievement (Hollar, 2010). Childhood obesity is concerning as it can

lead to a variety of health problems but we must also consider how it affects the brain and

cognition for learners.

A research study was conducted by a group of individuals who formed an intervention

program named Healthier Options for Public Schoolchildren (HOPS). The HOPS program

targeted children aged 6 to 13 years and provided them nutrition and physical intervention

activities over the course of 2 school years. HOPS worked with 6 elementary schools with

similar demographic and socioeconomic characteristics in the Osceola, Florida area. Their goal

was to improve the overall health and academic performance of the participants through the

improved quality of meals and planned physical activities. HOPS provided the schools with

dietary modifications for the school wide breakfast, lunch, and snack menus. They introduced a

curriculum component to deliver instruction on a holistic healthy lifestyle as well as methods to

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stay motivated throughout the journey. Finally, they introduced a physical activity component

which increased daily opportunities for students to be active. This meant that participants had

planned physical activities throughout the day, in addition to their standard recess time. The data

analysis revealed that students who were part of the intervention regardless of ethnic

background, were significantly more likely to have higher math scores than were children in the

controlled school (Hollar, et al., 2010).

A group of researchers studied children from the ages of 3 to 8 years to determine

whether a childs IQ level is impacted by a diet consisting of high fat and sugar content meals.

The study utilized food-frequency questionnaires at the ages of 3, 4, 7, and 8.5 years of age.

Mothers completed questionnaires about their diet during their pregnancy and researchers

categorized those foods based on a formula to determine fatty acids levels, sugar levels, and high

fat content. Once children turned 7 years old they participated in research clinics where they

answered self-completion surveys about their meals. Labels were given to each component of a

meal which were placed in one of three patterns of meal type; processed, traditional, and

health-conscious. While the labels do not perfectly describe each underlying pattern, they aid

in the reporting and discussion of results (Northstone, Joinson, Emmett, Ness, & Paus, 2011).

The processed pattern consisted of high fat and sugar content foods, while the traditional

pattern contained meat, poultry, potato, and vegetables. The health conscious pattern were

salads, fruit, vegetables, fish, pasta, and rice. The researchers took into account the

intercorrelations of food patterns rather than individual foods to conduct a proper evaluation of

caloric intake as well as fat and sugar consumption. After years of collecting dietary

information, children were administered the Wechsler Intelligence Scale for Children test to

assess their IQ at the age of 8 years old.

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Of all the children who participated in the study, 7044 had IQ data available for review

and discussion. The results indicate that there are associations between dietary patterns in early

childhood and general intelligence assessed at 8.5 years of age (Northstone, Joinson, Emmett,

Ness, & Paus, 2011). The results reveal that children who were fed the processed pattern

meals were negatively associated with IQ at all ages while the health conscious pattern were

positively associated with IQ at all levels. In fact, the processed pattern resulted in almost a 2-

point decrease in IQ from age 3 to age 8.5. This data suggests that cognitive or behavioral

effects relating to eating habits early in childhood may well persist into later childhood.

Another study found that not only does the amount of high fat and sugar content affect a

childs development, the type of fats also play a role in brain development and function. The

study found that omega-3 and omega-6 long-chain polyunsaturated fatty acids (LCPUFA) are

critical for infant and childhood brain development (Ryan, et al., 2010). It discusses how

Docosahexaenoic acid (DHA; 22:6n-3) and arachidonic acid (ARA; 20:4n-6) are the major

LCPUFA in the brain [13]. Both DHA and ARA are concentrated in the membrane lipids of

gray matter and in the visual elements of the retina (Ryan, et al., 2010). In a double blind

controlled trial, preterm infants fed formula containing DHA and ARA for 92 weeks showed

enhanced growth and higher Bayley mental and psychomotor development compared to infants

fed unsupplemented formula. DHA is found in health conscious foods like fish, nuts, and kale

which are often missing from childrens diet, particularly low income children. There were

several evaluations conducted in young children to determine the impact of adequate levels of

DHA. One example was a group of 7-9 year olds of South Africa who were part of an evaluation

of cognitive function after being administered DHA as part of their daily diet through fish-flour

spread. The evaluation of the children revealed significant improvements on two separate
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assessments related to verbal learning and the discrimination index. Additionally, significant

improvement was noted in the ability to recognize or recall words and spelling. Optimal brain

development requires an adequate and balanced diet for all children. A healthy diet is critical to

a health body and brain.

A study was conducted to determine the impact a school could have if they incorporated

a nutrition education program, EatFit, as part of their curriculum. The study looked at 84 sixth

graders in 3 separate classrooms in an elementary school. The students received a total of 9

lessons over 10 weeks with guided goal setting at the end of each lesson. Data points were taken

3 times during the intervention at week 1 as a baseline, week 5, and at week 10. Students were

administered a 25 question, multiple choice evaluation aligned to their state assessment for

reading and math. The results of the overall test scores indicated that the nutrition education

program had a positive impact on academic performance. The authors observed improvement in

3 of the 5 content areas assessed and used this information to make minor changes to the

intervention to address the other 2 content standards differently and/or in more depth (Shilts,

Lamp, Horowitz, & Townsend, 2009). Students who participated in the pilot program generated

more gains in the scores than those who did not participate in the program. A body of evidence

exists linking students' health (ie, nutrition status, obesity, and physical activity) and school

performance as measured by improved school attendance, academic performance, or cognitive

ability; however, the link between nutrition education and academic performance measured by

content standards achievement has not been previously reported (Shilts, Lamp, Horowitz, &

Townsend, 2009). This pilot program provides evidence that a nutrition education program can

benefit the overall academic performance of students and should be considered in all schools as

part of their curriculum.

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Synthesis

When reflecting on the topic of nutrition and its effect on academic achievement, these

articles bring together several themes and conclusions, leading us to believe that nutrition plays a

significant role in the holistic well-being of the student, including academic achievement.

Conclusions

All four research studies examined begin with the same argument regarding todays

children obesity and nutrition related issues are increasing to unsettling proportions. Each of

these studies sought to test the validity of nutrition affecting academic achievement in differing

ways. Hollar et. al (2010) analyzed nutritional and academic data taken over a two year period

comparing students in a school that received healthy, reduced-priced lunches to a control school.

Northstone et. al (2012) collected nutritional data from parents regarding the students nutrition

at ages 3, 4, 7, and 8.5 and then tested IQ scores at 8.5 years. Ryan et. al (2010) summarized a

number of studies considering the specific effects of long-chained polyunsaturated fatty acids

(like Omega-3 and Omega-6) in neurodevelopment of infants and children. Finally, Shilts et. al

(2009) completed a study using a nutritional education program on students and tested its effects

on academic achievement throughout a three month period. Each study concludes that good

nutrition has a positive effect on academic achievement. Referenced challenges in nutrition

include missing a morning meal, iron deficiency, obesity, and lack of physical activity. However,

each author also calls for further studies and more conclusive research.

Themes

These studies attest to a common theme of linking a healthy diet with a higher IQ and a

processed food or fatty diet with a lower IQ. However, it is also worth noting that each study

attests to the conclusion across racial, ethnic, and socioeconomic differences. One study
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researched a specific aspect of nutrition known as long-chain polyunsaturated fatty acids

(LCPUFA). This is commonly referred to as omega-3 and omega-6 vitamins, found naturally in

avocados, kale, spinach, nuts, seeds, and flaxseed, and are essential in infant/child brain

development. The remaining studies considered a more holistic approach to nutrition.

Overall Conclusion/Personal Stance/ Community Context

The overall conclusion from these studies is that nutrition is in fact connected to

academic achievement and that school-based interventions can help. For the purpose of our

assignment, as teachers we are concerned about these conclusions for the sake of helping our

students succeed in all respects. As teachers, we can advocate for healthy and affordable school

breakfast and lunch options, but should also consider educating parents regarding this

information as well. For the purpose of this assignment, this research can be used to educate our

community in the Brain Food Festival event as well as guide our marketing choices at the

event.

Practical Implications

Acknowledging the conclusions we have reached in that proper nutrition is directly

connected to positive academic achievement, we feel a passionate obligation to implement

education and activities promoting healthy communities. In order to provide this nutritional

value to the community we serve, a Brain Food Initiative has been created with the primary

purpose of practical implications from this research. The Brain Food Initiative is a three pronged

program to increase the awareness of good nutrition and its link to academic performance and

achievement. First, we will actively engage elementary students as active participants in a

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nutritional awareness model as part of the school curriculum. Second, we will plan an event with

the help of our school leaders, community partners, and families in order to share information

about healthy meals/snacks, meal prep options, and the impact of good nutrition in the

classroom. Finally, we will create sustainability and expand our program by sending home a

weekly newsletter with healthy recipes to prepare at home. We will educate the community of

the benefits of a holistic approach to health which includes meal choices beginning with their

children. We will effectively exhibit strategies to increase overall health through the

incorporation of healthy meal patterns and behaviors. We will begin this program at a school

that participates in the National School Lunch Program as this program ensures that students are

receiving a well balanced diet.

Educational Component

We will begin our initiative in the classroom through the implementation in our Physical

Education/Health class by introducing a health and fitness tracking program which will be

embedded in the curriculum. Our students will be educated of the benefits of healthy meals and

snacks using research data in a grade appropriate method during their weekly class. Their

lessons will be practical and relevant to their daily activities.

Engagement

Engagement is an important part of this project as students must feel connected and

empowered through their decision making. Students will use the Myfitnesspal app to track their

daily activities and the amount of energy they require to complete those activities. Next, they

will document their meals which will track calorie, sugar, and fat intake to determine if their diet

allows for maximum performance. Students will keep a daily digital journal of their meals and

activities in order to track their progress. Finally, teachers will use ClassDojo to track
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performance, behavior, classroom participation. ClassDojo is a communication app that can be

use via smartphones or laptops and provides teachers and parents a direct communication

channel to share progress reports or behavior. This will allow students a first hand account of

how their meal patterns affect their academic and behavioral performance.

Committee

The committee for the initiative will include at least one member from the PTO, an early

childhood educator (K-2), an elementary educator (3-6), an administrator, McKinney ISD, and

other stakeholders. The committee will be responsible to plan and organize the event and

subsequent information to sustain the program.

Scheduling

Lesson planning will be in line with the academic day in order to mitigate any loss of

academic time for students who are participating in the initiative. The event itself will be

scheduled in the evening so all families will have an opportunity to attend. McKinney ISD will

create a weekly newsletter to be sent home with students including information and a new,

nutritional recipe for families to try. It will be emailed to each school for printing and

distributing, but should also be uploaded on the school and district websites. The committee as a

whole will also create a blog for families to submit healthy recipes they create and want to share.

Marketing

The committee will be responsible for marketing the program, event, blog, and

newsletter. Marketing will occur through school website, school based social media accounts,

and school marquee. Flyers will also be sent home and posted in nearby community

organizations such as Boys and Girls Club, YMCA, and library. For the purpose of our

community Brain Food Festival, flyers will be posted throughout the community and schools
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inviting all to attend and participate (see Figure 1 and 3, respectively). Newsletters will also be

sent about three months prior to the event to invite local businesses and groups to participate in

the event by hosting a booth, selling or demonstrating their product, or otherwise donating to

support the festival (see Figure 2). Finally, materials like bookmarks will be distributed to

students in order to boost this event for the primary subjects - the students (see Figure 4).

Recognition

Students and families will be recognized through several mediums. First, students will be

recognized at the school level through announcements, assemblies, awards. Families will be

recognized through our weekly newsletter, blog, and social media sites. Our partners will be

recognized through our newsletter, blog, social media site, and website. Recognition is

important and acts as a motivator for all parties to continue working toward the common goal of

leading a healthy lifestyle to increase academic performance for our students.

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Marketing Materials

Figure 1
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Figure 2
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Figure 3
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Figure 4
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Conclusion

What started out as an exploration of the effects of nutrition on high stakes testing has

now come full circle in bringing the community together to support education. Literature we

researched argues that skipping meals (especially breakfast) or having diets high in sugar

(especially fast food) are shown to not only increase health risks but also decrease academic

success (Hollar et. al, 2010). Specifically, components like Omega-3 are shown to boost

cognitive development (Ryan et. al, 2010). These researchers advocate for more observation and

testing and to not disregard the positive impact of physical activity and adequate sleep

(Northstone et. al, 2012).

To this end, we sought to engage our community in further research and advocacy for

proper nutrition through self-sustaining and promotional means. Our Brain Food Festival is the

perfect culmination of this advocacy in that we ask local groups and businesses to promote

nutrition through their products for the benefit of academic achievement. Our students deserve

every advantage they can get, but we dont often recognize the full importance of nutrition in

that advantage. The Food Festival brings the concept to light as well as practical ways to get the

desired adequate nutrition. Parents and children should experience demonstrations and tastings

that exemplify foods benefiting cognitive function. The community will bond together in

supporting education for their local students. Local businesses support this event by donating

resources and advertising, but also profit through this event through opportunities to gather large

crowds and promote their product (much like a Farmers Market). A small committee will be

needed to coordinate this event, but the business do most of the work by setting up shop. With

the success of this first Brain Food Festival, we hope to see a continuing annual event. In a year,

we hope that more businesses will join in this opportunity. Within three years, we strive for
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schools to join in this event, participating in new and creative ways of promoting proper nutrition

for academic achievement as well as some innovative changes to nutrition programs as a result

of our research. And five years from know, our goal is that the Festival is a growing and

anticipated even for the community and that better nutrition for our students produced academic

results, preparing our entire community for a brighter future.

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References

Hollar, D.; Messiah, S.; Lopez-Mitnik, G.; Hollar, T.; Almon, M.; & Agatston, A. (2010). Effect

of a two-year obesity prevention intervention on percentile changes in body mass index

and academic performance in low-income elementary school children. American Journal

of Public Health, 100(4), 646-53. Retrieved from https://www-ncbi-nlm-nih-

gov.ezproxy1.lib.asu.edu/pmc/articles/PMC2836343/

Northstone, K., Joinson, C., Emmett, P., Ness, A., & Paus, T. (2012). Are dietary patterns in

childhood associated with IQ at 8 years of age? A population-based cohort study. Journal

of Epidemiology and Community Health, 66(7), 624. Retrieved from

http://www.jstor.org.ezproxy1.lib.asu.edu/stable/23216032?seq=1#page_scan_tab_conte

nts

Ryan, A.; Gautier, K.; Nelson, & Salem. (2010). Effects of long-chain polyunsaturated fatty acid

supplementation on neurodevelopment in childhood: A review of human

studies. Prostaglandins, Leukotrienes and Essential Fatty Acids (PLEFA), 82(4-6), 305-

314 Retrieved from

http://www.sciencedirect.com.ezproxy1.lib.asu.edu/science/article/pii/S09523278100005

17#sec2

Shilts, M.; Lamp, C.; Horowitz, M.; & Townsend, M. (2009). Pilot Study: EatFit Impacts Sixth

Graders' Academic Performance on Achievement of Mathematics and English Education

Standards. Journal of Nutrition Education and Behavior, 41(2), 127-131. Retrieved from

http://www.sciencedirect.com.ezproxy1.lib.asu.edu/science/article/pii/S14994046080069

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