a comprehensive school nutrition

RUNNING HEAD: SCHOOL NUTRITION PROGRAM AND STUDENT ACADEMIC PERFORMANCE

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A comprehensive school nutrition program and their effects on the student academic

performance

Berenice Acosta

María C. Sevillano, PhD.

Turabo University


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Table of Contents

Abstract ...…………………………………………………………………………………………3

Chapter I:

Introduction…………………………………………………………………………….…4

Chapter II:

Literature Review………………………………………………………………………….6

Statement of Problems…………………………………………………………………….8

Chapter III:

Methodology ………………………………………..…………………………………...11

Conclusion ………………………………………..…………………...………………………...12

References...………………………………………………………………………………..…....13

Appendixes ……………………………………………………………………………………...14


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Abstract

The purpose of this research is to see a comprehensive school nutrition program and their

effects on the student academic performance. After much study of literature I have observed that

there is a big problem in terms of malnutrition in children who are developing in school and

there is a great relationship between the two problems.

Unfortunately the food provided in schools in this nation to fully comply with the

standards necessary for a good nutrition for children which in turn joined by adverse economic

conditions at home that preclude the parents in feeding them with a balanced and complete

nutrition and its consequences are an issue that also brings obesity in these students.

The lack of food in these children is directly related to the educational development of

them. Poorly nourished children are more tired, less enthusiastic to learn as many of them only

think about eating. Today they have launched programs to help these children with the problem

of a poor nutrition.

During this research, our goal is to implement a comprehensive nutrition program in

order to prove, how do nutritional program to comprehensive school students in their benefits

academic performance?

The group of participants will be 20 students, which would be divided among 10 females

and 10 males between the ages of 6-8 years - old, in an elementary school for a period of six

months which will give them a completely balanced diet and cognitive tests that will be

conducted to test intellectual development of these children.


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Chapter I: Introduction

In education today, we find more and more cases of children with learning disabilities.

The education system uses annual tests that are conducted to measure the learning levels of each

student during the school year. These students that have learning disabilities, and also those who

fail the tests are subjected to different types of psychological evaluations, cognitive, IQ, language

tests, hearing and vision tests, in order to accommodate these children in various programs to

develop their academic performance and help them correct the field where they are failing. We

have to evaluate if the students who are not receiving adequate nutrition in school are not

engaging satisfactorily in their academic performance. Many of these students come to school

without eating, because only they have the food they receive at school to feeding, (personal

communication Perez, Henry SUAGM Professor)

While performing evaluations these students take an assessment with a social worker who

assesses the child's home environment, and also the social worker should place close attention to

the importance of the child’s nutrition intake at home. Are these children receiving a proper

nutrition at home or school? How do a comprehensive school nutritional program benefits

students in their academic performance? These questions should be asked also, because a student

that has a poor nutrition can be related to the learning performance of the child in question.

There are a number of studies indicating the nutritional benefits that contain proteins,

vitamins and content of some foods that affect learning and brain function. Our schools have a

great responsibility in the nutrition of our children, as they are responsible for most of the

breakfast and lunch these children eat for five days a week. These five days that students are in


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school are of great importance, since the nutrition is key for their academic performance, they

need to be well nourished and with high levels of energy for their healthy development.

In 1946, President Harry S. Truman signed the law called the National School Lunch Act,

to provide low-cost or free food in public schools in the United States; this will ensure good

nutrition for millions of students.

This whole issue is very complex and that due to the economic situation of many

families; children enter the program for free or for a reduced price in their lunch meals. Many of

the students that participate in these programs only have this lunch meal in all day, since they are

unable to receive a well nutrition at their homes. Some students come from a poor background,

since their families have economic hardships and this limits the possibility of receiving the

balance nutrition these children need for their growth and development.

The USDA still maintains control over the program, but there are still funding issues with

more than half of school lunches free or reduced. According to the National Nutrition Standards,

which are published by the School Nutrition Association, in order for schools to receive federal

subsidies for free or reduced lunch meals they must follow Dietary Guidelines for Americans

(DGA), which state meals must provide one third of the RDA of protein, vitamin A, vitamin C,

iron, calcium, and calories.

No more than 30% of the meals calories should be from fat and fewer than 10% of the

calories should come from saturated fat. Proper nutrition is critical to maximizing brain function

and enhancing learning. Helping children develop healthful habits from a young age will aid

them in reaching their optimal potential.


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Chapter II: The literature review

According with a survey conducted by The National Center of Disabilities, in 2009, there

are 2.5 million American public school students (approximately 5% of the total public school

enrollment) identified with learning disabilities so that they could be served under the

Individuals with Disabilities Education Act (IDEA). These students represented 42% of the 5.9

million school-age children with all kinds of disabilities who receive special education services.

That relationship may exist between a poorly nourished child and school development. In

this research I want to see the relationship between nutrition and the child's educational

development. According to studies conducted, the results show that hungry children are likely to

have more problems in their academic performance, irritability, anxiety, aggression, more

absences and tardiness. (Pediatrics, January 1998. Journal of the American Academy of Child

and adolescent Psychiatry, February, 1998). On the other hand according to studies at the

University of Minnesota found that school children who ate breakfast had increased math scores,

increased attention spans, reduced office visits and improved behavior. (December, 1997)

However, it should be noted if these children have full access, to nutritious foods at home that

help them in their growth, and also if the food provided to them in the school cafeteria are

complying with all the nutrients needed for proper development of the child.

As reported by the American Journal of Diseases of Children, 1989 school meals are

associated with significant improvement in the academic function among low-income students.

Hence the importance of creating part programs as reduced price or free lunch for these low-

income families, thus ensuring adequate food consumption for these children.


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The question remains concerning the United States Department of Agriculture (USDA)

and if their nutritional guidelines closely follow the latest research in nutritional health and its

effects on brain development and cognition. The same concern for school breakfast and lunch

programs exists; schools need to ensure that their programs follow the state and national

guidelines. Parents need to make sure that their students are eating school program breakfasts

and lunches if they are up to par with USDA guidelines. It is hoped that adequate research exists

that is readily available to schools and parents so that children have the opportunity to be as

nutritionally healthy as possible for optimal brain function, cognitive development, positive

social behaviors, and energy to carry out school activities.

According with Erickson, J. (2006) in her research Brain Food: The Real Dish on

Nutrition and Brain Function pointed out five key components, based on research, required to

keep the brain functioning correctly. The nutrients in food are important to brain development

and function. Proteins are found in foods like a meat, fish, milk, and cheese. They are used to

make most of the body’s tissues, including neurotransmitters, earlier identified as chemical

messengers that carry information from brain cells to other brain cells. A be deficient in of

protein, also identified as Protein Energy Malnutrition, led to poor school performance by

children and caused young children to be lethargic, withdrawn, and passive, all of which help

affect social and emotional development.

In another topic, there is the consumption of carbohydrates, carbohydrates are everyone’s

favorite. Which include the consumption of bread, pasta, rice, and other foods that are high in

carbohydrates. Also we could find them in fruits, grains and vegetables, but in a more healthy


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amounts. These fruits contain simple sugars (simple carbohydrates), such as fructose, glucose

and lactose, and are also found in nutritious whole fruits.

We also found what they are starches (complex carbohydrates), found in foods such as

starchy vegetables, grains, rice, breads and cereals. The carbohydrates are recognized as the most

important source of energy in the body.

Erickson also noted that fat makes up more than 60% of the brain and acts as a messenger

in partial control of aspects such as mood. Omega-3 fatty acids are very important to the

optimum performance of the brain and a lack of these fats can lead to depression, poor memory,

low IQ, learning disabilities, dyslexia, dysgraphia and ADD. Important foods to consume to

ensure an Omega-3 fatty acid diet are certain fish and nuts (Erickson, J. 2006).

Statement of the problem

With this research we have to identify if the Students who are not receiving adequate

nutrition in school are not engaging satisfactorily in their academic performance. Malnourished

children have learning problems in school work tend to be slower in their work develop less

physical activity by being too tired. Children (as) school age (7 to 12 years) need a nutritious diet

and sufficient to adequately perform its functions: play, run, study, grow and others. Their diet

not only affects their growth and development, but also their learning.

Malnutrition results in reduced activity levels, reduced social interactions, decreased

curiosity, and decreased cognitive functioning. The school children who eat breakfast do better

in tests of skills than children who skip breakfast. Similar effects are expected even more


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dramatic among infants and toddlers if completed studies Breakfast and performance.

Malnourished children have more trouble fighting infections. Therefore, can get sick more often,

miss more school and fail to keep pace with their peers.

The diet should be sufficient, complete, balanced and varied. This means that it is enough

when a person consumes the amount of food to meet the requirements according to age, sex,

height, weight, physical activity, and health. It says it is complete if it provides all the nutrients,

balanced, if the supply of nutrients in appropriate proportions. Varied, if different foods and

preparations included in each meal and safe, in which habitual consumption poses no dangers to

the person who ingests.

Unfortunately canned foods such as soda, salt bags, sweets are the most accepted by

children, also turn the fast food places such as burgers, pizzas, chicken, which called the

attention of the child with deals that include toys. Children can be eaten on the spot, go through

one of these places and feel sudden hunger only by propaganda that these places give their

Happy Meals or magical as they called. While our children are not getting the nutrients that are

necessary for its development, receiving only saturated fat, cholesterol, calories hollow just

create an epidemic of overweight.

This problem has a very wide scope as these children who develop the problem of

overweight, in turn brings health problems, including high cholesterol, diabetes, high blood

pressure, they have less energy and therefore lower school performance, and they are tired and

unwilling to study.


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Taking action to this problem first lady Michelle Obama to the nation designed a program

called Let’s Move! Let’s Move! is a comprehensive initiative, dedicated to solving the challenge

of childhood obesity within a generation, so that children born today will grow up healthier and

able to pursue their dreams. Combining comprehensive strategies with common sense, Let's

Move! is about putting children on the path to a healthy future during their earliest months and

years. Giving parents helpful information and fostering environments that support healthy

choices. Providing healthier foods in our schools. Ensuring that every family has access to

healthy, affordable food. And, helping kids become more physically active.


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Chapter III: Methodology

The term methodology refers to how they approach problems and seek answers. The

quantitative approach is one in which data are collected and analyzed with quantitative variables.

Qualitative methodology prevents quantification. Qualitative researchers make narrative records

of the phenomena being studied by techniques such as participant observation and unstructured

interviews. The fundamental difference between the two methods is that quantitative studies the

association or relationship between quantified and qualitative variables makes structural and

situational contexts.

During this research the group of participants will be elementary school students between

the ages of 6-8 years, girls and boys. The recommendation is to use the same group of children

who will be 10 in every gender. Using a change in their diet that will be conducted and

supervised by a nutritionist, in order to create a fully balanced menu which will be prepared by

the parents at home and continued at school for a trial period of six months.

Before this stage of dietary change, each participant should be assessed with a cognitive

test where you can set the level of each one of them. The following step would be the application

of the nutritional change within a period of 6 months and afterwards the children would be

reevaluated with another cognitive and health levels tests such as cholesterol, sugars, etc..

As a result of this research it would demonstrate whether nutritional programs constitutes the

primary source of food between comprehensive school health program and academic outcomes.


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Conclusion

Alarmingly, the number of children in our school systems that encounter a hard time

learning. It is striking to see that many of these children are just innocent victims of the economy

and lack resources, which are basic to fulfill all life’s need such as a good diet.

Hopefully our leaders create awareness for these children who are the future of our

universe, and also receive all the healthy food required to obtain good results in their intellectual

development. Leaders like Michelle Obama that create the programs Let’s Move to help children

at school to eat better and eliminate obesity and the consequences this has on the problem as

learning.


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References

Perez, Henry (06/2011) Personal communication, SUAGM Professor

School Nutrition Association (2008) National Nutrition Standard Recommendation

Retrieved:http://www.schoolnutrition.org/uploadedFiles/School_Nutrition/

16_LegislativeAction/SNA_National_Nutrition_Standards.pdf

Center for Disease Control and Prevention, National Center for Health Statistics. CDC growth

charts. Retrieved from www.cdc.gov/growthcharts/

Erikson, J. (2006). Brain food: the real dish on nutrition and brain function. WisKids Journal

November/December. Retrived from: http://www.wccf.org/wkj/1106/story7.htm

National Center of Learning Disabilities (2011) The State of Learning Disabilities

Retrieved from: http://www.ncld.org/types-learning-disabilities/what-is-ld/state-of-

learning-disabilities

Obama, Michelle (2010) Let’s Move! Retrieved from: http://www.letsmove.gov/

http://www.letsmove.gov/

http://www.ncld.org/types-learning-disabilities/what-is-ld/state-of-learning-disabilities

http://www.ncld.org/types-learning-disabilities/what-is-ld/state-of-learning-disabilities

http://www.wccf.org/wkj/1106/story7.htm

http://www.cdc.gov/growthcharts/


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Appendixes


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Study Conceptual Framework

TOPIC

A comprehensive school nutrition program and their effects on the student academic performance

PROBLEM

Students who are not receiving adequate nutrition in school are not engaging satisfactorily in their academic performance.

TREND

Nutritional program constitutes the primary source of food between comprehensive school health program and academic outcomes.

RESEARCH QUESTION

How do a comprehensive school nutritional program benefits students in their academic performance?


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a comprehensive school nutrition

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