Nutritional status and its relationship with specific learning disorders in basic education children

Abstract

This study focused on nutritional status and its relationship with specific learning disorders in elementary school children. The research aims to analyze the influence of eating habits on the academic performance of elementary school children. A mixed quali-quantitative approach was implemented, with a descriptive design and non-causal correlational scope, using observation sheets and interviews to record daily eating at home and school, with a population of 12 children (6 boys, 6 girls) between third and seventh grade of elementary education; these students had already been diagnosed with learning disorders (dyscalculia, dyslexia, and dysgraphia). The results show that at home, 58% consume healthy food, but at school only 33%. Additionally, unhealthy eating predominates at 100%, and the nutritional correlation is high (>0.60). Dyslexia and dysgraphia present 2 cases each, while dyscalculia shows a greater number of cases, with 6 cases. Consequently, learning disorders are associated with poor nutrition composed of fast foods: french fries, candies, processed drinks, and acidic salty foods that affect children's neuronal development. Implementing healthy foods at home and school improves academic performance, reinforces memory, and optimizes concentration.