The Effects of a Nutrient Poor Diet on Childhood Brain Development

Guest post by Paige Roberts

Nutrition is a key ingredient in the healthy development of a child’s brain. The importance of feeding a child with healthy and fortified food begins as early as pregnancy. There is increasing evidence of poor maternal nutrition likely affecting fetal and infant brain development (Engels, Tian, Govoni, Wynn, & Smith, 2018). Consuming a nutritious diet largely increases brain development in children positively affecting learning, behavior, and productivity (Prado & Dewey, 2014). A healthy diet in conjunction with socialization in the academic environment is shown to be powerful in producing a highly developed brain. Children possess little autonomy and ability to define healthy lifestyle choices through important stages of development (Driscoll, 2011). Hence, it is essential to provide all children with standard levels of care. In providing care, promoting nutrient rich meals and education on defining features of a balanced diet are crucial. Providing healthy foods for children is not simple for some families. External factors that may affect children and their families include, but are not limited to: low socioeconomic status, child neglect, at-risk school districts, and lacking resources. Adversities experienced during brain development may prevent a child from access to a balanced and nutritious diet. Not only do stressful circumstances lower access to a healthy diet but has been shown to lower absorption of micro and macronutrients (House, 2014). In pursuit of providing all children with equal opportunity to consume nutritious foods on a daily basis, intervention in primary education environment provides grounds for promoting a nutritional diet to positively affect brain development. 

            Many policies have been implemented to further push the boundaries on increasing access to nutritious lunches in elementary education. The Obama administration pressed forward to reform cafeterias all over the United States to close the disconnect between a child and their inherent right to a nutritious diet (Driscoll, 2011). Even with improvements, larger more at-risk school districts suffer from economic shortage or overpopulation. These factors inhibit the ability to reform the nutritional value of food that children are consuming on a daily basis. It has been estimated that approximately 11 million American children are currently suffering the consequences of malnutrition and hunger, and the scope of implications may affect children through adolescence into adulthood (Driscoll, 2011). The shockingly elevated levels of children with little to no access to healthy foods calls for immediate changes in the availability of nutritious meals in every school cafeteria. The effects of malnourishment on the child’s optimal condition for brain development is an issue of utmost importance in pursuit of forming the next generation of productive and healthy adults.

Previous research has expanded on the importance of nutrition to brain development, determining that undernourished children suffer from frequent physical illness and irritation due to poor immunity. In a study, the chemical DHA, involved in forming approximately 10-20% of the brain, children with increased levels of DHA from infancy until 8 years of age resulted in higher eye acuity and sharper brain functioning (House, 2014). DHA, in its highest composition, is found from seafood and fish.  In addition, children with diets lacking protein have shown lower intelligence levels and poor language development (Prado & Dewey, 2014). This in turn may cause an array of deficits in the learning environment. Some effects of poor nutrition, specifically deficiencies in iron and iodine, likely result in cognitive deficits that are in some cases irreversible (Engels, Tian, Govoni, Wynn, & Smith, 2018). Deficits in iron have been shown to link with a poor working memory. As a result, cognitive deficits in children during development may negatively affect mental health, physical health, and learning capabilities through adult life. On the contrary, there is a chance for some long term nutrient deficiencies resulting in brain impairments to be resolved with increased availability of nutrition in early childhood years (Engels, Tian, Govoni, Wynn, & Smith, 2018). Potential for recovery due to brain plasticity and widely unfinished brain development through early childhood is integral in recognizing the necessity of a nutritious diet for children (House, 2014). Previous research elaborates on the recovery of injured neurons in the body, the structural unit of communication in and out of the brain, by replacement with new neurons following consistent improvements in nutrient intake (Prado & Dewey, 2014). Replacing neurons that communicate with the brain promotes the development of efficient communication required for maturation and growth. Regrowth promotes lower risks for long term complications and psychopathologies. Overarchingly, nutritious foods are provided in the academic environment to promote higher learning and cognitive development in children but deficits in nutrition pose much more severe implications on brain functioning and potential consequences lasting through adulthood. Enforcing intervention by providing nutrient-rich meals in the academic environment is incredibly time sensitive and requires high levels of consistency when pursuing growth by replacement of neurons in the brain. It is essential to note that there are developmental periods, small amounts of time when large levels of development occur (Prado & Dewey, 2014). If consistent nutrient intake falls within developmental timespans, there are chances for regrowth. If nutrient intake occurs any time after the window of development in early childhood, there is less likelihood of reaping benefits of neuronal repair, in other words, school administrations must act quickly in resolving nutrient deficiencies in their students for optimal brain development or improvements in neuronal structure and function.

In attempts to resolve the overwhelming amount of children consuming nutrient poor foods during their developmental period, it is essential to prioritize continued efforts to provide a balanced diet and nutrition education programs promoting consumption of healthy foods and increased physical activity. A number of children, due to lack of exposure in the home, may not even have the ability to match names to many common fruits and vegetables (Driscoll, 2011). Educational programs are typically mandated by district and are a financially sound option for many schools, the prevalence of the programs are slim (Driscoll, 2011). Forming a link between poor nutrition and deficits in brain development proves essential in demanding larger shifts for equal opportunity in access to a healthy diet. With uncontrollable variables and adversities for children in the home, taking responsibility for improving quality of life, learning capabilities, and mental health outcomes for young children requires intervention in the academic setting. 

A part of the solution is giving children the ability to make proper food choices and understand the value of nutrition in school. As children grow, their level of comprehension improves and instilling decision-making capabilities with sensible preferences for nutritious  options is a feat to be taken on by American school districts. Schools promote learning, and this requires improvement in levels of advocacy for learning capabilities and higher ordered functioning developed with the learning brain. Learning in the academic environment should steer from limitations to the core curriculum. Education should span to practical awareness of diet and physical fitness, knowledge that is carried with the child, essential in molding the habits of a healthy adult. Some gaps in literature may include lacking research on the developmental effects of implementing a nutrient rich diet in the academic setting in comparison with a school with no program in place. Further, gauging the most influential developmental periods for a child may aid school districts in understanding the importance of nutrition on development from an early age. Alternatively, there are gaps in research providing information on how a course or program on nutrition and physical fitness may in turn impact circumstances for children in their home. Further research on types of nutrition that optimize brain function in children at an array of ages alongside research into program success rates for healthy outcomes in adulthood should be performed. Research provides a pathway for further improvements in the education system narrowing in on development as children to produce healthy adult generations in the future. Prioritizing educational budgets for government funded school districts lays out the foundation for improving the quality and nutritional value of the foods available to all children.

If you have any questions, feel free to contact the author at peroberts20@gmail.com.

 References

Driscoll, K. J. (2011). Small child, big cafeteria: realizing potential and necessary nutritional rights for early elementary children. Georgetown University, Proquest Dissertation Publishings. 4-45.

Engels, L., Tian, X., Govoni, K., Wynn, M., Smith, B. (2018). The effects of poor maternal nutrition on fetal brain development. Journal of Animal Sciences. 96, 80-102.

House, S. H. (2014). Transgenerational healing: educating children in genesis of healthy children, with focus on nutrition, emotion, and epigenetic effects on brain development. SAGE Journals. 22, 9-45.

Prado, E. L., Dewey, K. G. (2014). Nutrition and brain development in early life. Nutritional Reviews. 72, 267-284.