Nutrients, Foods and Drinks promoted by School Nutrition Policies in the United States and Academic Performance: A Systematic Review

Abstract Objective: This systematic review synthesizes existing research on the relationship between dietary intake—specifically concerning food and beverage items promoted or restricted by U.S. federal school nutrition policies—and child academic performance, a salient predictor of long-term health. Design: We 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 U.S. school nutrition policies; (ii) a measure of academic performance and (iii) a measure of the association between both. Results: We identified 39 studies, all of which utilized observational designs, and 7 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. Conclusion: These 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.