How are academic achievement and inhibitory control associated with physical fitness, soil-transmitted helminth infections, food insecurity and stunting among South African primary schoolchildren?

摘要

Cardiovascular fitness has been associated with both executive function and academic achievement in multiple cohort studies including children and adolescents. However, research is scarce among children from low- and middle-income countries. Hence, this paper focuses on South African primary schoolchildren living in marginalized areas and examines if academic achievement and inhibitory control can be explained by children’s age, socioeconomic status, soil-transmitted helminth infections, food insecurity, stunting, grip strength, and cardiorespiratory fitness. The sample of this cross-sectional study consisted of 1277 children (48% girls, mean age: 8.3?years). Data were assessed via questionnaires, stool samples, anthropometric measurements, 20?m shuttle run test, grip strength test, Flanker task, and school grades. Data were analysed with mixed linear regression models with random intercepts for school classes, separately for boys and girls. Higher socioeconomic status was most closely associated with academic achievement among boys (p??0.05), whereas higher levels of cardiorespiratory fitness and not being stunted explained most variance in academic achievement in girls (p??0.05). Higher age turned out to be associated with better performance in the Flanker task (p??0.01). Additionally, in boys, higher grip strength was associated with better information processing and inhibitory control of attention (p??0.01), whereas in girls, higher cardiorespiratory fitness levels were positively associated with these cognitive abilities (p??0.05). Academic performance has been shown to be compromised in schoolchildren living in marginalised areas, compared to schoolchildren in less disadvantaged parts of South Africa. The present study suggests that cardiorespiratory fitness and grip strength are two potentially modifiable factors that are associated with children’s academic achievement and cognitive performance, and that should be targeted in future school-based interventions.