PEDIATRICS Vol. 108 No. 1 July 2001, pp. 44-53
Food Insufficiency and American School-Aged Children's Cognitive, Academic, and Psychosocial Development
Received Jul 11, 2000; accepted Nov 1, 2000.
, and
From the * School of Public Health, University of Michigan, Ann
Arbor, Michigan; and the Objective. This study investigates
associations between food insufficiency and cognitive, academic, and
psychosocial outcomes for US children and teenagers ages 6 to 11 and 12 to 16 years.
Methods. Data from the Third National Health and Nutrition
Examination Survey (NHANES III) were analyzed. Children were classified as food-insufficient if the family respondent reported that his or her
family sometimes or often did not get enough food to eat. Regression
analyses were conducted to test for associations between food
insufficiency and cognitive, academic, and psychosocial measures in
general and then within lower-risk and higher-risk groups. Regression
coefficients and odds ratios for food insufficiency are reported,
adjusted for poverty status and other potential confounding factors.
Results. After adjusting for confounding variables, 6- to
11-year-old food-insufficient children had significantly lower
arithmetic scores and were more likely to have repeated a grade, have
seen a psychologist, and have had difficulty getting along with other children. Food-insufficient teenagers were more likely to have seen a
psychologist, have been suspended from school, and have had difficulty
getting along with other children. Further analyses divided children
into lower-risk and higher-risk groups. The associations between food
insufficiency and children's outcomes varied by level of risk.
Conclusions. The results demonstrate that negative
academic and psychosocial outcomes are associated with family-level
food insufficiency and provide support for public health efforts to
increase the food security of American families.
Division of Nutritional Sciences, Cornell
University, Ithaca, New York.
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