Nutrition items regulated by school nutrition policies in the USA and academic performance: a review of the non-policy literature.

objectiveThis systematic review synthesises existing research on the relationship between dietary intake - specifically concerning food and beverage items promoted or restricted by US federal school nutrition policies - and child academic performance, a salient predictor of long-term health.

designWe used keywords to search three databases. Along with other inclusion criteria, studies had to assess and report (i) a measure of intake of food groups/nutrient promoted or restricted by US school nutrition policies; (ii) a measure of academic performance and (iii) a measure of the association between both.

resultsWe identified thirty-nine studies, all of which utilised observational designs, and seven of which were considered higher quality based off the Quality Assessment Tool for Observational Cohort and Cross-sectional Studies, published by the National Heart, Lung, and Blood Institute. Thirty-five studies reported evidence that children had better academic outcomes when they had an increased intake of food groups and nutrient items promoted by school nutrition policies and/or a decreased intake of the food groups and nutrient items limited by school nutrition policies.

conclusionThese findings suggest that food groups and nutrient items governed by or promoted in school nutrition policies may shape children's learning and contribute to downstream social determinants of health. Research on the population-level influences of school nutrition policies on children's academic outcomes is warranted.