Effect of breakfast in the classroom on student attention span

¶ … Breakfast in the Classroom on Students' Attention Span

THE INNER CONNECTION

Breakfast and Students' Attention Span

Attention span refers to the length of time a person can concentrate on a given idea, topic or subject (Dictionary.com 2007). A person's attention span is said to be abnormal if he cannot complete a thought or if he gets easily distracted by other stimuli (Medline Plus 2007). Causes may be attention deficit disorder or ADD, confusion, a mental illness or personality disorder. A normal attention span is necessary for learning. This led neuroscientists, educators, nutritionists, psychiatrists, geneticists and other experts to study the connection between a normal attention span and bodily conditions (Weiss 2001). Their study found that the brain's ability to learn and update current knowledge depends on the production of new brain cells. It meant that the mind and the body work together in keeping attention, solving problems and remembering solutions. It also meant that the condition of the body supports all mental efforts, including paying attention, in learning. According to Dr. Candace Pert of the Department of Biophysics and Physiology at Georgetown University School of Medicine in Washington DC, any thinking involves the participation of the whole body. A normal attention span affects learning. Bodily health affects that attention span, which determines learning. Bodily health, in turn, depends on nutrition. These experts noted that the brain is the hungriest organ in the body and that eating is its most powerful and affective stimulant. Psychiatry professor John Ratey of the Harvard Medical School explained how neurons burn and connect in the process of learning. The nerve growth factor and the brain-derived neuro-tropic factor facilitate the growth of neuronal connections between and among brain cells. These substances are released when the brain's cells are active. This happens when a person or student thinks, solves a puzzle or considers something. This happens when his attention span widens and intensifies. The brain gets hungry to learn how to manage information, which is fed to it in class. New learning happens at the cortex, specifically in that area called the association matrix. This enables the person to adapt to changing environments. When adaptation happens, the body makes more growth factor as the person continues to learn new things. Affecting one area affects many others. Thoughts continue to influence the body and the body continues to affect the mind and thought, according to Ratey (Weiss). Breakfast is the first meal of the day. Breakfast, therefore, largely determines all these occurrences in his body and in his brain. These occurrences in the brain include attention span and the entire process of learning each day.

The U.S. Department of Agriculture studied the effects of eating breakfast on childhood learning, using target school districts and with the cooperation of the American Food School Service Association (Nation's Restaurant News 1999). With a funding of $6 million for the study's three-year schedule, it was to pursue the recommendation of the Association for a universal and free breakfast. The concept would provide a free breakfast to all students, regardless of economic status. The intention was to gather hard data on the relationship between eating breakfast and school performance. This was in reaction to the findings of researches conducted at Harvard and Tufts Universities that students who eat breakfast every day would tend to have higher grades, be less absent from class, are better able to concentrate and are more inclined to behave properly in class than those who do not eat breakfast (Nation's Restaurant News).

Article 1

But not any kind of breakfast will do. A nutritionally inadequate breakfast is just as detrimental to learning as no breakfast (Werbach 2005). Neither is it enough to consume an adequate amount of calories. There should be a proper balance of the nutrients the body needs to function optimally. Health experts agree that a nutritionally balanced breakfast helps improve learning in children who may be poorly nourished. Studies provided evidence that sugar intake could have negative effects on learning. One of these studies showed that normal preschool children who consumed 6 ounces of sweetened juice demonstrated lower class performance and problem behavior during free play. These were not observed when the juice had only an artificial sweetener. In addition, a significant increase in blood adrenalin levels after eating cupcakes at breakfast inclines children to be anxious, irritable and less able to concentrate (Werbach).

According to a separate study of 184 schoolchildren, aged 5 to 16, refined foods eaten during breakfast reduced reading performance (Werbach 2005). A related study of 150 schoolchildren, aged 5 to 16, pointed to cadmium as responsible. Findings revealed that eating refined low-nutrient breakfast increases the body's cadmium burden. Caffeine also affects learning. It may perk students up during exams, especially if they cram. But these seemingly beneficial effects may just be caffeine withdrawal symptoms themselves. Caffeine intake is characterized by increased anxiety, depression and other physical and emotional responses. This suggests that prolonged coffee drinking may be deleterious to learning. Surveys on college students found that heavy coffee drinkers performed less than those who abstain from coffee. Overall findings suggest that coffee stimulates a person who does not drink it regularly. This may have beneficial or harmful effects. It may help learning by raising alertness. Otherwise, it injures it by increasing anxiety. When coffee is taken regularly and beyond 5 cups daily, it is likely to impair learning, especially when the habit or intake is suddenly reduced or stopped (Werbach).

Article 2

Instant oatmeal at breakfast helps schoolchildren perform memory tasks better (School Administrator 2002). This was the conclusion reached by a study of cognitive performance conducted by Tufts University on schoolchildren, aged 9 to 11. More than 2/3 of the respondents showed improved memory tasks after eating instant oatmeal for breakfast, as compared to no breakfast at all. Psychology and nutrition professor Robin Kanarek of the Tufts University said that oatmeal's whole grain, high fiber and protein contents may be behind the improved spatial memory performance (School Administrator).

Article 3

Other studies provided evidence that the absence of breakfast can adversely affect a student's attention span and concentration in class (Jet 1997). Many families are unable to provide children with balanced meals, especially breakfast. An adequate breakfast includes juice or fruit and hot or cold cereal. Children who rush to school as their parents run for work may be eating convenience foods, such as muffins or tarts, for breakfast. These are high in fat and calories when eaten for breakfast. They contain refined sugar and processed flour, which have minimal or no nutritional value. Collective findings say that a healthy breakfast is critical to assuring that a child will have a fruitful day in school. It must be nutritious and filling to healthy. Parents must make sure that the foods they choose for their child's breakfast should contain no more than three grams of fat for every 100 grams of calories. Examples are yogurt, pancakes or waffles, and low-sugar dry cereal. Yogurt is good for schoolchildren rushing for school. Additives, such as fruit or low-fat granola, make it taste better. Pancakes and waffles are good as quick but tasty and nourishing breakfast. Low-sugar dry cereals are also good, hot or cold. No more than one or two teaspoons of sugar should be added. Parents should check the label for lots of sugar in the cereals. Dairy products, like milk and cheese, are good sources of energy, calcium and protein, especially for children. They may take chocolate milk instead if they do not drink regular milk. Eggs should be served only occasionally. They contain cholesterol in high levels, which may cause health problems (Jet).

Article 4

Statistics showed that 30% of Americans eat breakfast outside the home and half of these take the to-go type and in their cars (Liebman 1999). Cinnamon rolls, sausage biscuits, hash browns and bagels make up most of the breakfast served by famous fast-food outlets. These sugary junks hardly make breakfast the most important meal of the day. Although incomplete, current studies point to the importance of breakfast at least in the case of schoolchildren and their performance in class. A research group tested school children in a laboratory a few hours. Some of them had breakfast and some of them did not. Previous laboratory studies proved that students who skipped breakfast got poor grades on tests, which measured attention and their ability to distinguish among pictures. Ernesto Pollitt of the University of California at Davis said that poorly nourished school children in the U.S. And other industrialized countries would tend to suffer the serious effects of not eating breakfast. Eating breakfast would logically improve learning ability and learning requires a sufficient attention span. Other studies yielded different, even conflicting, findings from other age groups. Despite the lack of solid conclusions, psychologist David Schlundt of Vanderbilt University in Nashville believed that most people should eat breakfast. Breakfast foods are made of low fat and these keep them from getting very hungry for lunch and tending to overeat. Cereal eaters get more vitamins, minerals and fiber. They eat less fat and are less depressed, stressed and tend to be smarter than those who do not eat breakfast. Studies funded by the cereal industry listed benefits from eating breakfast. One of these was that student cereal-eaters got higher reading marks and had better mental health. Evidence showed that those with higher incomes and education levels have healthier breakfasts than those with less incomes and lower education levels. Cereals are not only low in fat and high in fiber but are fortified in vitamins and minerals. They make healthier diets and because cereals are most often eaten with milk (Liebman).

Article 5

Sufficient attention span is necessary for learning. Learning is a body and mind activity. The body, in turn, needs adequate and regular nourishment for proper brain function. A full day's diet is, hence, a basic requirement for the attention span needed for learning tasks in the classroom. And of the three meals, breakfast is the most important, as it is the first source of nourishment for each day.

A 1994-1996 survey showed that the diet of 88% of children aged 6-18 was poor or needed improvement (Basiotis 1999). The School Breakfast Program or SBP responded to this trend and offered nutritious breakfast to students of participating schools. A study was later conducted to evaluate the quality of these students' breakfast in relation to their overall diet after their participation in the Program. These children belonged to low-income households, which were qualified for a free or reduced price school breakfast or lunch. Data were gathered to evaluate the effects of the Program on 1,295 participating children (Basiotis).

The HEI consisted of 5 components, which graded the degree to which a particular diet conformed to the Food Guide Pyramid enforced by the U.S. Department of Agriculture (Basiotis 1999). The major food groups are grains, vegetables, fruits, milk and meat. Four of the 5 components measured compliance with the recommended amounts of total fat, saturated fat, cholesterol and sodium intake. The last component measured the extent of variety. The study found that 67% of children in low-income households ate breakfast at home or in restaurants; 19% in school; and 14% did not eat breakfast. Of those who belonged to higher-income households, 82% ate breakfast at home or some place; 16% had no breakfast; and 2% ate in school. Those from both low and high-income households who ate breakfast showed a higher HEI rating than those who did not. Evaluation showed that all the children in both groups needed improvement in their diet. Other factors were considered as affecting schoolchildren's diet other than eating breakfast. These included household characteristics and the child's characteristics. The household income, size, the region and the household's participation in food stamp programs counted. The child's age, gender, race, ethnic origin, vitamin and mineral consumption, health condition or status, and the type of diet he or she had. The overall conclusion was that children from both low-income and higher-income households who ate breakfast had a better diet. Those who ate breakfast in school had an even better overall diet. Breakfast in school scored better in the consumption of fruits and milk and had greater variety. This study emphasized the important contribution of eating breakfast to the quality of the overall diet of American schoolchildren (Basiotis).

Article 6

Evidence has established at least three essential facts about eating breakfast. One is that it is central to nutritional well-being (Shaw 1998). Another is that the habitual absence or skipping of breakfast can produce harmful effects on schoolchildren's cognitive functioning and attention span. And a third fact is that skipping breakfast can indicate an eating disorder. Those who skipped breakfast were less energetic and tended to consume more high-fat snacks and develop higher cholesterol levels than those who regularly ate breakfast. Hungry children were also found to unenthusiastic, inattentive and distracted. They tended to withdraw from discussion, play, exploration and social interaction. Evidence exists that hunger in the morning from a lack of breakfast can affect school performance. Other studies showed that a lack of breakfast reduced a student's capability to learn or perform arithmetic or reading exercises and physical activities in class. Children who regularly ate breakfast had fewer errors in the conduct of continuous tasks and performed better in arithmetic than those who did not. Researchers discovered that missing breakfast stunted schoolchildren, affected their cognitive functioning or led to malnutrition. Regular breakfast was likewise associated with long health and life, listed as one of the seven healthy habits. The Alameda County Study discovered that those who ate breakfast regularly tended to have lower morality rates. Eating breakfast regularly was, therefore, credited for a number of benefits. It is a healthy habit, which is worth forming early in life and maintaining through adulthood (Shaw).

Skipping breakfast by students is an issue of concern. A series of studies on North American students who skipped breakfast revealed that as high as 38% of poor and rural children in grades 7 and 8 skipped breakfast (Shaw 1998). A study on the prevalence of the habit among children of low socioeconomic groups in Brisbane, Australia was among the few conducted on the topic. The 1987 National Medical Expenditure survey worked with a sample of 6,722 American children, aged 5 to 17. It found that one in every five skipped breakfast. These skippers were mostly female, teenagers, and with low level of education or had race differences. Other skippers in the sample group were older children and those belonging to low-income families. Poverty as a factor was the focus of a number of feeding programs in the U.S. And Canada in addressing the effects of hunger on learning. One such intervention was the School Breakfast Program in the U.S. It provided free or subsidized breakfast to children from low-income families. Outcomes showed that the Program enhanced nutrient intake and improvement in students' standardized test scores. It also reduced the rate of absenteeism and tardiness in class. There were, however, few community-based breakfast programs in Australia and none at all in Brisbane (Shaw).

Some children skipped breakfast when they ate alone, had to prepare it themselves, poverty, a lack of time or because breakfast food was not appealing (Shaw 1998). Some said they were not hungry, were on a diet to lose weight or they did not feel good. These reasons and the seriousness of the issue led to the investigation of a sample group at the Mater Hospital University of Queensland Study of Pregnancy. Its respondents were 8,556 pregnant women and it had six phases. The respondents were interviewed during their first clinic visit, 3 and 5 days after delivery and answered questionnaires when they were already home and when the child was five years old. A follow-up was conducted when the child was 13 years old. It had a high 70% participation of the original sample group. The mother answered the questionnaire on education and race and the 13-year-old child answered the questionnaire on food and eating habits. A year later, telephone follow-ups secured supplementary data from the participants. The 82 who reported as missing breakfast was the sample group for the follow-up survey (Shaw).