Association between Dietary Patterns and Academic Performance among Primary School Children in Jazan Region, Saudi Arabia Saudi Children Dietary Patterns and Academic Performance

Abstract

Nutrition is a key determinant of cognitive development and academic achievement in school-going children and adolescents. The global shift towards increased consumption of processed and fast foods has led to a reduction in the intake of traditional nutrient-dense foods, potentially impairing learning and school performance. There is limited evidence on how dietary patterns relate to the academic outcomes in primary school children, particularly in Saudi Arabia. This cross-sectional study primarily aimed to identify dietary patterns and examine their association with academic performance of primary school children in the Jazan region of Saudi Arabia. The research study was done among 380 male students aged 10 - 14 years enrolled in primary schools of the Jazan region. A semi-quantitative, validated questionnaire was used to assess background characteristics, dietary habits, and academic performance of enrolled children. The mean age and standard deviation of participants were 11.13 ± 9.98 years and 54% resided in rural areas. Factor analysis identified four different dietary patterns: Western, Prudent, Traditional, and High-Protein. These patterns cumulatively explained 51% of the total variance, with the Western pattern accounting for the largest share (16%). The study found that the western pattern showed a significant negative association with academic performance, while the remaining patterns showed a negligible, nonsignificant positive effect. The study findings highlighted the importance of promoting nutrient-rich dietary patterns and reducing western food consumption to enhance educational outcomes and support the long-term health and wellbeing of children.