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Evaluation of school feeding programs: some Jamaican examples

S M Grantham-McGregor1, S Chang, S P Walker

  • 1Centre for International Child Health, Institute of Child Health, University of London. s.mcgregor@ich.ucl.ac.uk

The American Journal of Clinical Nutrition
|April 16, 1998
PubMed
Summary

Daily school breakfast may enhance cognitive functions and attention in children, particularly those undernourished. However, conclusive evidence on long-term scholastic achievement and the impact of school environment quality requires further research.

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Area of Science:

  • Nutrition Science
  • Educational Psychology
  • Public Health

Background:

  • School breakfast programs are hypothesized to improve scholastic achievement through various mechanisms.
  • Potential benefits include increased school time, enhanced cognitive functions, improved attention, and better nutritional status.

Purpose of the Study:

  • To investigate the impact of daily school breakfast on children's scholastic achievement and behavior.
  • To explore the mediating roles of cognitive function, attention, and nutritional status.

Main Methods:

  • Review of existing studies, including two Jamaican trials on school breakfast programs.
  • Analysis of cognitive functions, attention, and classroom behavior in relation to breakfast provision.
  • Consideration of school environment quality as a moderating factor.

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Main Results:

  • School breakfast improved some cognitive functions, especially in undernourished children.
  • Classroom behavior changes varied; better-organized schools saw improved concentration and fewer undesirable movements.
  • Poorly organized schools experienced behavioral deterioration among students receiving breakfast.

Conclusions:

  • Evidence is insufficient to confirm long-term scholastic achievement benefits from daily school breakfast.
  • Well-designed, randomized, controlled, long-term trials are necessary to inform public policy on school feeding programs.