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

Abstract

BACKGROUND: Learning difficulties (LDs) impair academic performance and cognitive function. Dietary factors, particularly the composition of breakfast, may influence LDs. OBJECTIVE: To examine the association between breakfast composition and LDs in adolescents. METHODS: 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. RESULTS: 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). CONCLUSION: 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.