Nutritional Status Of Primary School Children
[A CASE STUDY OF AKOLI-IMENYI CENTRAL SCHOOL, ABIA STATE]

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

A nation’s development is largely depended on the quality of education available to its citizens. Primary education is the foundation on which further education is built (Vegas and Petrow, 2008). Primary education has two main purposes. The primary aim is to produce a sane and numerate society that is capable of dealing with the problems. The second purpose is to serve as a foundation on which further education is built (Akanle, 2007).

Nutrition is a fundamental pillar of human life, health and development across the entire life span (FAO/WHO, 1992). From the earliest stages of foetal development, at birth, through infancy, childhood, adolescence, and into adulthood and old age, proper food and good nutrition are essential for survival, physical growth, mental development, performance and productivity, health and well-being (WHO, 2000). Evidence has shown that four (4 )% of the total children born in developing countries die of malnutrition before they are five years old (Toriola, 1990) and that the most affected are usually the children of illiterate parents in low socio-economic status that have low purchasing power in the economy (Adekunle, 2005). Studies have shown that poor feeding and or recurrent infections as a result of poverty leads to stunted growth, substantial brain impairment, low intellectual competence and capacity to learn in children (Kerr et al., 2000; Ivanovic et al., 2002; Chang et al., 2002; Braveman and Gruskin, 2003; Liu et al., 2003; Adebisi, 2013).

Strong evidence exists that poor feeding practices are associated with stunted growth and delayed mental development (Mendez and Adair, 1999); and that there is a relationship between impaired growth status and both poor school performance and intelligence quotient (PAHO, 1998). The relationship between timely and quality dietary intake, brain size and academic performance has been documented (Strupp and Levitsky, 1995; Florey et al., 1995), and that a significant correlation exists between head circumference and intelligence quotient (1Q). This is an indication that there is difference in human brain size which could be relevant in explaining the differences in intelligence and academic performance, although genetic and environmental factors like socio-economic, socio-cultural and psychological factors could be direct or indirect co-determinants of both intelligence and school performance (Vernon et al., 2000; Wickett et al., 2000).

Head circumference is a physical index of both past nutrition and brain development and a good predictor of later intelligence of a child (Botting et al., 1998). Traditionally, family status variables such as socio-economic status and parents' level of education have been regarded as predictors of children's academic achievement (Joan, 2009). Head circumference (HC) has been defined as an anthropometric indicator of both nutritional background and brain development (Ivanovic et al., 2004). Findings by other authors reveal that poor prenatal and postnatal HC growth results in poor outcomes in terms of the acquisition of cognitive and academic abilities by the child, and this group is followed by those children with prenatal brain compromise but satisfactory postnatal HC growth (Frisk et al., 2002).

Low maternal education is associated with slower fetal growth, and this effect appears to be stronger for growth of the head than for growth of other organs (Silva et al., 2010). Maternal intelligence quotient, home environment, ethnicity, and family size have been described as important predictors of child intelligence quotient (Cornelius et al., 2009). A 1-cm decrease in HC predicted a 1-point decrease in the Stanford–Binet composite score (Cornelius et al., 2009). Mother‘s educational background, gestational age, and HC at age 2 years could explain the achievement of appropriate schooling at age 8 years (Charkaluk et al., 2011). Findings by other authors suggest that abnormal brain development after prenatal injury or postnatal nutritional deficits are responsible for cognitive deficits in preterm children (Abernethy et al., 2004). For all age and sex groups, Head circumference (HC) has been defined as an anthropometric indicator of both nutritional background and brain development (Ochiai et al., 2008). However, this study seeks to examine nutritional status of primary school children in Ikorodu Local Government Area of Lagos State, Nigeria.

1.2 STATEMENT OF THE PROBLEM

Nutritional deprivation in children negatively impacts the attainment of their full growth potential and mental development. Many children, especially in developing countries, are however deprived of a balanced nutrition which is a basic human need. The United Nations World Food Program documented that 66million children go to school hungry every day in these developing countries, with up to 23 million in Africa alone. Globally, up to 400 million children have to go to bed hungry. Nutritional deprivation with consequent under nutrition which is an underlying factor in about 50% of childhood mortalities worldwide, thus, still remains a cause for public health concern. Within the last decade, the health of hitherto ignored school aged children has come up on the global agenda. Their nutritional status has been shown to be prime in achieving health as under nutrition negatively affects cognition, immune response (with increased risk of morbidity and mortality from disease) and growth with a long term effect on the quality of life, contribution to the workforce and economy of any nation.

Food security which is the ability to obtain safe, nutritious foods in socially acceptable and sustainable ways is important as children who frequently experience food insecurity are more likely to experience hunger and under nutrition. Africa’s indigenous foods are healthy and nutritious but unfortunately, diets offered to many children in developing countries are noted to often lack in variety, which is a key to specific optimal nutrient adequacy. Peculiar feeding characteristics of different African populations thus need to be studied to document area specific feeding patterns as a prelude to measures that will correct inappropriate and inadequate feeding practices. There is a paucity of data on the feeding pattern of children in the area of study. This study is thus important for evidence on food security or otherwise, and the health of the index population, with consideration of possible factors that may influence the status. The outcome of this study is expected to draw attention to the needs of school children in public schools for targeted interventional policies.