Kerawanan Pangan Mempengaruhi Kinerja Akademik Anak Sekolah, Berat Badan, dan Keterampilan Sosial (SHALLY MARLI MAULANA)
Food Insecurity Affects School Children’s Academic Performance, Weight Gain, and Social Skills1–3
Diana F. Jyoti, Edward A. Frongillo,4 and Sonya J. Jones*
Introduction
Despite federal food assistance and private charitable programs, food insecurity is a persistent national problem (1), affecting 11% of all households (2) and 16% of households with children (3). Food insecurity refers to limited or uncertain availability of or inability to acquire nutritionally adequate, safe, and acceptable foods due to financial resource constraint (1). More specifically, food insufficiency refers toan inadequate amount of food intake due to resource constraint
(4).
Food insecurity and insufficiency are associated with adverse health and developmental outcomes in U.S. children (5–12). Among 6- to 12-y-old children, food insufficiency was associated with poorer mathematics scores, grade repetition, absenteeism, tardiness, visits to a psychologist, anxiety, aggression, psychosocial dysfunction, and difficulty getting along with other children (13–15). Among 15- to 16-y-old adolescents, food insufficiency was associated with depressive disorders and suicide symptoms after controlling for income and other factors (16). Recently, food insecurity was associated with poor social functioning, but not with academic performance or attained BMI, in kindergarten children (17).
(4).
Food insecurity and insufficiency are associated with adverse health and developmental outcomes in U.S. children (5–12). Among 6- to 12-y-old children, food insufficiency was associated with poorer mathematics scores, grade repetition, absenteeism, tardiness, visits to a psychologist, anxiety, aggression, psychosocial dysfunction, and difficulty getting along with other children (13–15). Among 15- to 16-y-old adolescents, food insufficiency was associated with depressive disorders and suicide symptoms after controlling for income and other factors (16). Recently, food insecurity was associated with poor social functioning, but not with academic performance or attained BMI, in kindergarten children (17).
SUBJECTS AND METHODS
Nonrestricted, public-use data were obtained from the ECLS-K (23), which utilized a multistage probability, cluster sample design to select a nationally representative sample of 21,260 kindergarten children
attending 1592 elementary schools in 1998–1999. Data were collected nonexperimentally by means of survey and direct assessment over 4 consecutive years. We utilized parent, teacher, and child data from spring of kindergarten (1999) and spring of 3rd grade (2002). Data from children with full response, i.e., eligible children who completed some assessment data or had a parent who completed the family section of the parent interview, were available for 20,578 children in the spring of 1999 and for 15,305 children in the spring of 2002. Attrition was due mainly to children moving outside of the primary sampling units or moving to areas in which they could not be located. Locatable movers from a random 50% of schools were followed. A small number of children became ineligible because they moved outside of the United States or died. Our 2 analytic samples consisted of the following: 1) 13,500 children for whom full data, i.e., a scored reading or mathematics assessment and parent completion of the USDA food security module, were available at kindergarten; and 2) 11,400 children for whom these full data were available
at both kindergarten and 3rd grade.
Nonrestricted, public-use data were obtained from the ECLS-K (23), which utilized a multistage probability, cluster sample design to select a nationally representative sample of 21,260 kindergarten children
attending 1592 elementary schools in 1998–1999. Data were collected nonexperimentally by means of survey and direct assessment over 4 consecutive years. We utilized parent, teacher, and child data from spring of kindergarten (1999) and spring of 3rd grade (2002). Data from children with full response, i.e., eligible children who completed some assessment data or had a parent who completed the family section of the parent interview, were available for 20,578 children in the spring of 1999 and for 15,305 children in the spring of 2002. Attrition was due mainly to children moving outside of the primary sampling units or moving to areas in which they could not be located. Locatable movers from a random 50% of schools were followed. A small number of children became ineligible because they moved outside of the United States or died. Our 2 analytic samples consisted of the following: 1) 13,500 children for whom full data, i.e., a scored reading or mathematics assessment and parent completion of the USDA food security module, were available at kindergarten; and 2) 11,400 children for whom these full data were available
at both kindergarten and 3rd grade.
RESULTS
Background characteristics for the subset of children with full data are summarized in Supplemental Tables 1 and 2. Included are the characteristics for the 15.6% of kindergarteners from households affirming 1 response on the USDA food security module. Supplemental Table 3 summarizes background characteristics over time. Characteristics of the entire sample at kindergarten were reported elsewhere (17). Between kindergarten and 3rd grade, 77.9% of children’s households remained food secure, 6.0% remained food insecure, 9.7% became food secure and 6.5% became food insecure (n 11,460); 22.2% experienced food insecurity at one or both times.
Observed changes in outcomes were in the expected ranges for child age and developmental stage (Table 1). Reading IRT score increased by 70.43 points, mathematics IRT score by 53.37 points, weight by 10.96 kg, and BMI by 1.99 kg/m2. The teacher-rated social skills score changed little ( 0.06 points). Weights at kindergarten and 3rd grade were slightly above the expected norm for the U.S. population. The observed mean weight of 22.5 kg and mean age of 6.23 y at kindergarten corresponded roughly to the 65th percentile weight-for-age for the U.S. population. Three years later, the observed mean weight of 34.26 kg corresponded roughly to the 75th percentile weight-for-age for the U.S. population (25).
Background characteristics for the subset of children with full data are summarized in Supplemental Tables 1 and 2. Included are the characteristics for the 15.6% of kindergarteners from households affirming 1 response on the USDA food security module. Supplemental Table 3 summarizes background characteristics over time. Characteristics of the entire sample at kindergarten were reported elsewhere (17). Between kindergarten and 3rd grade, 77.9% of children’s households remained food secure, 6.0% remained food insecure, 9.7% became food secure and 6.5% became food insecure (n 11,460); 22.2% experienced food insecurity at one or both times.
Observed changes in outcomes were in the expected ranges for child age and developmental stage (Table 1). Reading IRT score increased by 70.43 points, mathematics IRT score by 53.37 points, weight by 10.96 kg, and BMI by 1.99 kg/m2. The teacher-rated social skills score changed little ( 0.06 points). Weights at kindergarten and 3rd grade were slightly above the expected norm for the U.S. population. The observed mean weight of 22.5 kg and mean age of 6.23 y at kindergarten corresponded roughly to the 65th percentile weight-for-age for the U.S. population. Three years later, the observed mean weight of 34.26 kg corresponded roughly to the 75th percentile weight-for-age for the U.S. population (25).
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