Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Standard

Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills. / Sørensen, Louise Bergmann; Damsgaard, Camilla Trab; Petersen, Rikke Agnete; Dalskov, Stine-Mathilde; Hjorth, Mads Fiil; Dyssegaard, Camilla Brørup; Egelund, Niels; Tetens, Inge; Astrup, Arne; Lauritzen, Lotte; Michaelsen, Kim F.

I: European Journal of Clinical Nutrition, Bind 70, Nr. 10, 2016, s. 1155-1161.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Sørensen, LB, Damsgaard, CT, Petersen, RA, Dalskov, S-M, Hjorth, MF, Dyssegaard, CB, Egelund, N, Tetens, I, Astrup, A, Lauritzen, L & Michaelsen, KF 2016, 'Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills', European Journal of Clinical Nutrition, bind 70, nr. 10, s. 1155-1161. https://doi.org/10.1038/ejcn.2016.99

APA

Sørensen, L. B., Damsgaard, C. T., Petersen, R. A., Dalskov, S-M., Hjorth, M. F., Dyssegaard, C. B., ... Michaelsen, K. F. (2016). Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills. European Journal of Clinical Nutrition, 70(10), 1155-1161. https://doi.org/10.1038/ejcn.2016.99

Vancouver

Sørensen LB, Damsgaard CT, Petersen RA, Dalskov S-M, Hjorth MF, Dyssegaard CB o.a. Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills. European Journal of Clinical Nutrition. 2016;70(10):1155-1161. https://doi.org/10.1038/ejcn.2016.99

Author

Sørensen, Louise Bergmann ; Damsgaard, Camilla Trab ; Petersen, Rikke Agnete ; Dalskov, Stine-Mathilde ; Hjorth, Mads Fiil ; Dyssegaard, Camilla Brørup ; Egelund, Niels ; Tetens, Inge ; Astrup, Arne ; Lauritzen, Lotte ; Michaelsen, Kim F. / Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills. I: European Journal of Clinical Nutrition. 2016 ; Bind 70, Nr. 10. s. 1155-1161.

Bibtex

@article{e2bc8058507b46febc0bd5f5ab4413c9,
title = "Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills",
abstract = "BACKGROUND/OBJECTIVES: We previously found that the OPUS School Meal Study improved reading and increased errors related to inattention and impulsivity. This study explored whether the cognitive effects differed according to gender, household education and reading proficiency at baseline.SUBJECTS/METHODS: This is a cluster-randomised cross-over trial comparing Nordic school meals with packed lunch from home (control) for 3 months each among 834 children aged 8 to 11 years. At baseline and at the end of each dietary period, we assessed children's performance in reading, mathematics and the d2-test of attention. Interactions were evaluated using mixed models. Analyses included 739 children.RESULTS: At baseline, boys and children from households without academic education were poorer readers and had a higher d2-error{\%}. Effects on dietary intake were similar in subgroups. However, the effect of the intervention on test outcomes was stronger in boys, in children from households with academic education and in children with normal/good baseline reading proficiency. Overall, this resulted in increased socioeconomic inequality in reading performance and reduced inequality in impulsivity. Contrary to this, the gender difference decreased in reading and increased in impulsivity. Finally, the gap between poor and normal/good readers was increased in reading and decreased for d2-error{\%}.CONCLUSIONS: The effects of healthy school meals on reading, impulsivity and inattention were modified by gender, household education and baseline reading proficiency. The differential effects might be related to environmental aspects of the intervention and deserves to be investigated further in future school meal trials.European Journal of Clinical Nutrition advance online publication, 15 June 2016; doi:10.1038/ejcn.2016.99.",
author = "S{\o}rensen, {Louise Bergmann} and Damsgaard, {Camilla Trab} and Petersen, {Rikke Agnete} and Stine-Mathilde Dalskov and Hjorth, {Mads Fiil} and Dyssegaard, {Camilla Br{\o}rup} and Niels Egelund and Inge Tetens and Arne Astrup and Lotte Lauritzen and Michaelsen, {Kim F.}",
note = "CURIS 2016 NEXS 162",
year = "2016",
doi = "10.1038/ejcn.2016.99",
language = "English",
volume = "70",
pages = "1155--1161",
journal = "European Journal of Clinical Nutrition",
issn = "0954-3007",
publisher = "nature publishing group",
number = "10",

}

RIS

TY - JOUR

T1 - Differences in the effects of school meals on children's cognitive performance according to gender, household education and baseline reading skills

AU - Sørensen, Louise Bergmann

AU - Damsgaard, Camilla Trab

AU - Petersen, Rikke Agnete

AU - Dalskov, Stine-Mathilde

AU - Hjorth, Mads Fiil

AU - Dyssegaard, Camilla Brørup

AU - Egelund, Niels

AU - Tetens, Inge

AU - Astrup, Arne

AU - Lauritzen, Lotte

AU - Michaelsen, Kim F.

N1 - CURIS 2016 NEXS 162

PY - 2016

Y1 - 2016

N2 - BACKGROUND/OBJECTIVES: We previously found that the OPUS School Meal Study improved reading and increased errors related to inattention and impulsivity. This study explored whether the cognitive effects differed according to gender, household education and reading proficiency at baseline.SUBJECTS/METHODS: This is a cluster-randomised cross-over trial comparing Nordic school meals with packed lunch from home (control) for 3 months each among 834 children aged 8 to 11 years. At baseline and at the end of each dietary period, we assessed children's performance in reading, mathematics and the d2-test of attention. Interactions were evaluated using mixed models. Analyses included 739 children.RESULTS: At baseline, boys and children from households without academic education were poorer readers and had a higher d2-error%. Effects on dietary intake were similar in subgroups. However, the effect of the intervention on test outcomes was stronger in boys, in children from households with academic education and in children with normal/good baseline reading proficiency. Overall, this resulted in increased socioeconomic inequality in reading performance and reduced inequality in impulsivity. Contrary to this, the gender difference decreased in reading and increased in impulsivity. Finally, the gap between poor and normal/good readers was increased in reading and decreased for d2-error%.CONCLUSIONS: The effects of healthy school meals on reading, impulsivity and inattention were modified by gender, household education and baseline reading proficiency. The differential effects might be related to environmental aspects of the intervention and deserves to be investigated further in future school meal trials.European Journal of Clinical Nutrition advance online publication, 15 June 2016; doi:10.1038/ejcn.2016.99.

AB - BACKGROUND/OBJECTIVES: We previously found that the OPUS School Meal Study improved reading and increased errors related to inattention and impulsivity. This study explored whether the cognitive effects differed according to gender, household education and reading proficiency at baseline.SUBJECTS/METHODS: This is a cluster-randomised cross-over trial comparing Nordic school meals with packed lunch from home (control) for 3 months each among 834 children aged 8 to 11 years. At baseline and at the end of each dietary period, we assessed children's performance in reading, mathematics and the d2-test of attention. Interactions were evaluated using mixed models. Analyses included 739 children.RESULTS: At baseline, boys and children from households without academic education were poorer readers and had a higher d2-error%. Effects on dietary intake were similar in subgroups. However, the effect of the intervention on test outcomes was stronger in boys, in children from households with academic education and in children with normal/good baseline reading proficiency. Overall, this resulted in increased socioeconomic inequality in reading performance and reduced inequality in impulsivity. Contrary to this, the gender difference decreased in reading and increased in impulsivity. Finally, the gap between poor and normal/good readers was increased in reading and decreased for d2-error%.CONCLUSIONS: The effects of healthy school meals on reading, impulsivity and inattention were modified by gender, household education and baseline reading proficiency. The differential effects might be related to environmental aspects of the intervention and deserves to be investigated further in future school meal trials.European Journal of Clinical Nutrition advance online publication, 15 June 2016; doi:10.1038/ejcn.2016.99.

U2 - 10.1038/ejcn.2016.99

DO - 10.1038/ejcn.2016.99

M3 - Journal article

C2 - 27302673

VL - 70

SP - 1155

EP - 1161

JO - European Journal of Clinical Nutrition

JF - European Journal of Clinical Nutrition

SN - 0954-3007

IS - 10

ER -

ID: 162606868