Grantham-McGregor S M, Chang S, Walker S P
Centre for International Child Health, Institute of Child Health, University of London.
Am J Clin Nutr. 1998 Apr;67(4):785S-789S. doi: 10.1093/ajcn/67.4.785S.
It is hypothesized that giving children a daily breakfast at school may improve their scholastic achievement through several mechanisms: increasing the time spent in school, improving certain cognitive functions and attention to tasks, and, perhaps indirectly, improving nutritional status. Two Jamaican studies showed that providing breakfast to students at school improved some cognitive functions, particularly in undernourished children. However, changes in classroom behavior varied depending on the quality of the school. Children in better-organized schools concentrated on tasks for longer periods and made fewer undesirable movements, whereas in poorly organized schools the children's behavior deteriorated. Studies to date have provided insufficient evidence to determine whether children's long-term scholastic achievement is improved by eating breakfast daily. Well-designed, randomized, controlled, long-term trials are essential for determining public policy on the implementation of school feeding programs.
据推测，在学校为儿童提供每日早餐可能通过多种机制提高他们的学业成绩：增加在学校的时间，改善某些认知功能和对任务的注意力，并且可能间接地改善营养状况。两项牙买加的研究表明，在学校为学生提供早餐改善了一些认知功能，尤其是在营养不良的儿童中。然而，课堂行为的变化因学校质量而异。组织较好的学校的儿童专注于任务的时间更长，做出的不良动作更少，而在组织较差的学校，儿童的行为则变差。迄今为止的研究提供了不足的证据来确定每日吃早餐是否能提高儿童的长期学业成绩。精心设计的、随机的、对照的长期试验对于确定学校供餐计划实施的公共政策至关重要。
