Breaking down breakfast: the relationship between morning meals and learning difficulties in adolescents

Learning difficulties (LDs) impair academic performance and cognitive function. Dietary factors, particularly the composition of breakfast, may influence LDs.

To examine the association between breakfast composition and LDs in adolescents.

A cross-sectional study was conducted among 501 adolescents aged 10-19 from four schools in Jahrom, Iran. Trained dietitians collected dietary data using three non-consecutive 24-hour recalls (two on weekdays and one on a weekend). Weight and height were measured following a standardized protocol. Additionally, LDs were assessed using the validated Colorado Learning Difficulties Score (CLDS) questionnaire. Higher scores of CLDS reflect greater LDs.

Using the CLDS, adolescents were classified into four equal quartiles. In all food group analyses, adolescents who consumed fewer than one serving/day were considered the reference group. Adolescents who consumed more than one serving of dairy had lower odds of being in the highest CLDS quartile (1-2 servings: OR 0.42; 95% CI 0.20-0.87; 3-4 servings: OR 0.19; 95% CI 0.07-0.47; >4 servings: OR 0.22; 95% CI 0.05-0.86). Furthermore, adolescents who consumed more than four servings of simple sugar had higher odds of being in the highest CLDS quartile (> 4 servings: OR 3.60; 95% CI 1.09-11.8).

Our findings suggest that higher dairy intake and lower consumption of simple sugar waere associated with lower odds of LDs in adolescents. Further longitudinal studies are warranted.