PMID: 9537629Apr 16, 1998Paper

Evaluation of school feeding programs: some Jamaican examples

The American Journal of Clinical Nutrition
S M Grantham-McGregorS P Walker

Abstract

It is hypothesized that giving children a daily breakfast at school may improve their scholastic achievement through several mechanisms: increasing the time spent in school, improving certain cognitive functions and attention to tasks, and, perhaps indirectly, improving nutritional status. Two Jamaican studies showed that providing breakfast to students at school improved some cognitive functions, particularly in undernourished children. However, changes in classroom behavior varied depending on the quality of the school. Children in better-organized schools concentrated on tasks for longer periods and made fewer undesirable movements, whereas in poorly organized schools the children's behavior deteriorated. Studies to date have provided insufficient evidence to determine whether children's long-term scholastic achievement is improved by eating breakfast daily. Well-designed, randomized, controlled, long-term trials are essential for determining public policy on the implementation of school feeding programs.

Citations

Oct 10, 2002·Public Health Nutrition·M C GullifordR J Rona
Nov 26, 2009·Nutrition Research Reviews·Alexa HoylandClare L Lawton
Nov 6, 2003·American Journal of Public Health·Linda HalcónAnneke Venema
Jan 11, 2007·Public Health Nutrition·Uma Chitra, C Radha Reddy
Nov 13, 2013·Scandinavian Journal of Occupational Therapy·Fidaa AlmomaniFaten Almomani
Jul 1, 2015·Frontiers in Public Health·Louise Harvey-GoldingMargaret Anne Defeyter
May 13, 2018·BMC Psychiatry·Fidaa AlmomaniMazin Alqhazo
Oct 1, 2010·The American Journal of Clinical Nutrition·Ann M DiGirolamoAryeh D Stein
Aug 4, 2005·Food and Nutrition Bulletin·Anthony Worsley
Aug 4, 2005·Food and Nutrition Bulletin·Sally Grantham-McGregor

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