Health, Nutrition and Exercise Part 2

by Nicole Allsop | MFA, TC March 2025

by Nicole Allsop, Registered Dietitian and Montessori Educator

In part 1, we discussed that the classroom environment involves shared experiences among children, families, and teachers, with health and well-being playing a crucial role. Early detection and collaboration between families and teachers can lead to significant benefits, and research-based evidence supports this connection and its consequences.

• Health and well-being are crucial for success in the classroom.

• Research-based evidence supports the strong relationship between health and education.

• High stress and sleep deprivation can lead to negative effects in the classroom, including irritability, focus loss, and low productivity.

• Lifestyle or non-communicable diseases are prevalent and can be minimized to improve functioning and stress management.

• Neuroscience is a key factor in learning, influenced by various health issues such as poor nutrition, lack of exercise, and weakened health.

• These health issues can lead to neuro disorders, mood disorders, non-communicable diseases, stress, and sleep deprivation.

Teaching children about daily exercise, eating nutritiously and sufficient and quality sleep helps them build wellness habits taking them through their lives and contributing to the management of lifetime stressors. Chronic stress has been well-documented with its negative effects on hippocampal structure and function and has been suggested to contribute to age-related declines. “A wide range of potential stressor from across the lifespan include: divorce; discrimination; illness; abuse; poverty; and more.. Exercise engagement would moderate the effects of stress.1 As you see, this also relates directly to the adults in the child’s environment.

Mental and emotional stress during adulthood is often downplayed. However, there are so many cases of this in daily lives. How can one really give of their best. Some people may talk about it, but then others have it bottled up inside. Without an outlet or rectification, explosion is possible along with severe implications later on in life. There is recent evidence showing the impact on chronic stress on the brain where “women exposed to serious stressors in middle age have an increased incidence of Alzheimer’s disease 20 years later. This study is consistent with others showing that distress may hasten dementia. Thus, stress exposure may increase risk of a variety of mental or cognitive disorders. 2

The following table is adapted from CDC – “How Much Sleep Do I Need? 3 They state that “…although the amount of sleep you get each day is important, other aspects of your sleep also contribute to your health and well-being. Good sleep quality is also essential. Signs of poor sleep quality include not feeling rested even after getting enough sleep, repeatedly waking up during the night, and experiencing symptoms of sleep disorders (such as snoring or gasping for air). Improving sleep quality may be helped by better sleep habits or being diagnosed and treated for any sleep disorder you may have.” use of over-the-counter medications or prescribed drugs can alter nutritional status.

Deficiencies in macro (and micro) nutrients, vitamins, and minerals will lead to neural defects. Toxic substances, medication, smoking and alcohol intake by the mother also negatively affects the brain of the foetus. The consequences of these are difficult to address in the classroom and would need the collaborative efforts of a healthcare

TABLE 2: RECOMMENDED DAILY SLEEP HOURS

Newborn 0–3 months 14–17 hours (National Sleep Foundation) No recommendation (American Academy of Sleep Medicine)

Infant 4–12 months 12–16 hours per 24 hours (including naps)

Toddler 1–2 years 11–14 hours per 24 hours (including naps)

Preschool 3–5 years 10–13 hours per 24 hours (including naps)

School Age 6–12 years 9–12 hours per 24 hours

Teen 13–18 years 8–10 hours per 24 hours

Adult 18–60 years 7 or more hours per night 61–64 years 7–9 hours 65 years and older 7–8 hours

Brain development starts in the womb and is susceptible to all ills bestowed consciously and/or unconsciously by the parents; directly by the mother and indirectly by others and the environment. For example, “known causes of disorders of the corpus callosum include chromosomal defects that affect fetal brain development. Certain viral infections that a mother has while pregnant, exposure of the unborn baby to certain toxins (like alcohol) or medications.”4

Parent education within our environment will help bring awareness of the needs of children’s development through all stages from inception. The over use of alcohol for instance, in the home has negative consequences on children as they may also be exposed to abuse. Children in these environments will have mental and emotional challenges. There are also medications that can cause the body to leech or not absorb the nutrients it needs; thus, prolonged team from different medical specialties, inclusive of a Registered Dietitian, who is different from someone who is just a Nutritionist. The nutritional well-being of the child, stress management, and physical activities are also important to help in the process, as disruption in these will exacerbate the health status. “There is evidence that exercise affects several important and beneficial processes in the non-injured, as well as in the injured brain.”5

Check out the next issue for Part 3!

Nicole Allsop is a registered dietitian nutritionist, exercise professional, and Montessori educator. She is part of the NewGate community, and has a keen interest in building habits for a lifetime of wellness in families. She has authored books that can be purchased on The Montessori Library website: www.montessorilibrary.com

Reference

1. Head D, Singh T, Bugg JM. The moderating role of exercise on stress-related effects on the hippocampus and memory in later adulthood. Neuropsychology. 2012 Mar;26(2):133-43. doi: 10.1037/a0027108. Epub 2012 Jan 30. PMID: 22288406; PMCID: PMC3295922.

2. Arnsten, A. F. “Stress Weakens Prefrontal Networks: Molecular Insults to Higher Cognition.” Nature Neuroscience, U.S. National Library of Medicine, Oct. 2015, pubmed.ncbi.nlm.nih.gov/26404712/.

3. “CDC – How Much Sleep Do I Need? – Sleep and Sleep Disorders.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 2 Mar. 2017, https://www.cdc.gov/sleep/about/?CDC_AAref_Val=

4. University of Rochester Medical Center Rochester, Department of Pediatrics, Golisano Children’s Hospital. “Agenesis of the Corpus Callosum.” Corpus Callosum – Developmental and Behavioral Pediatrics – Golisano Children’s Hospital – University of Rochester Medical Center, https://www.urmc.rochester.edu/childrens-hospital/developmental-disabilities/conditions/ corpus-callosum

5. Martina Svensson, Jan Lexell. “Effects of Physical Exercise on Neuroinflammation, Neuroplasticity, Neurodegeneration, and Behavior: What We Can Learn From Animal Models in Clinical Settings – Martina Svensson, Jan Lexell, Tomas Deierborg, 2015.” SAGE Journals, 18 Aug. 2015, journals.sagepub.com/doi/ full/10.1177/1545968314562108.

Return to Table of Contents

NUTRITION, EXERCISE & HEALTH EFFECTS IN NEUROSCIENCE & LEARNING NUTRITION, EXERCISE, & HEALTH Part One

by Nicole Allsop | MFA, TC December 2024

by Nicole Allsop, Registered Dietitian and Montessori Educator

In the classroom, many experiences are shared by children, families, and teachers. Success depends on many factors, with health and well-being playing major roles. The more one delves into this, the clearer it becomes how impactful these factors are and how crucial it is to include them in observation categories. Early detection would make significant differences, and the benefits would be far-reaching. Understanding the connection would allow families to collaborate more effectively, benefiting everyone involved. Research-based evidence provides the foundation for demonstrating the strong relationship between health and learning, as well as the consequences of neglecting it. This article draws on scientific evidence to support health education.

Diseases, ailments, high levels of stress, and sleep deprivation (both in terms of hours and quality) have negative consequences that show up in the classroom in various ways: irritability, loss of focus, lack of concentration, low productivity, and absenteeism, to name a few. Many lifestyle or non-communicable diseases, which can often be minimized or eradicated, affect our ability to function optimally and manage life’s stressors.

From a professional perspective, it would be remiss to focus solely on neuroscience and learning without considering other factors that ultimately affect the brain and have a negative domino effect on learning. Poor nutrition, lack of exercise, and weakened health status adversely affect brain function, leading to an inability to learn effectively. Therefore, this article discusses neuroscience alongside other health issues, including neuro disorders, mood disorders, non-communicable diseases, stress, and sleep deprivation. These affect not only children but also the adults in their environment, who serve as role models in both direct and indirect learning. As Julia Volkman notes, “Our brains physically adapt as we strive to be like the people around us.”

Teachers are part of the child’s environment and learning process, so they must take the time to care for themselves, preparing both physically and mentally to serve children in a healthy way and set a good example. As Dr. Maria Montessori wrote, “Now the adult himself is part of the child’s environment” (The Secret of Childhood). A teacher in poor health will create a ripple effect on a child’s learning. How can one think clearly, or manage a frustrated child or parent, when one is ill? When internally distracted or sick, how can one concentrate, be observant, or fully present? A teacher’s absenteeism, mood changes, dehydration, or weakened immune system can negatively impact their interactions with students. In turn, frustrated moments affect a student’s learning as they try to cope with how they are feeling.

Children observe and often mimic the behaviors of adults around them. As Montessori said, “The child reproduces in himself, as by a form of psychic mimesis, the characteristics of the people in his environment.” It is vital to understand lifestyle diseases and the habits responsible for them. Young children, lacking the maturity to fully identify or express their feelings or underlying problems, are not in control of these factors. A poor or skipped breakfast or dehydration, will leave children irritable, unfocused, or misbehaving—not because they are inherently disruptive, but because their brain and body are not adequately nourished.

A common sign of dehydration is a headache, and no one can focus with a headache. According to Adan in Cognitive Performance and Dehydration, “being dehydrated by just 2 percent impairs performance in tasks that require attention, psychomotor skills, and immediate memory, as well as one’s subjective state.” Furthermore, research by Popkin et al. notes that “physical performance decrements in athletes have been observed with as little as 2 percent dehydration. Under mild dehydration, individuals engaging in rigorous physical activity experience reduced endurance, increased fatigue, altered thermoregulation, reduced motivation, and increased perceived effort.” Rehydration reverses these deficits and reduces oxidative stress induced by exercise and dehydration (Popkin, Barry M., et al., 2010).

These factors should not be overlooked and should be added to our checklist of concerns. Waiting to feel thirsty is a bad habit; thirst means the body is already dehydrated to some degree. Thirst equals dehydration. Throughout the day, we can become so engrossed in activities that we forget to drink water. This can also happen during a child’s work cycle, so it’s important to allow frequent water breaks and make conscious efforts to build hydration into the classroom routine. The table shows the adequate daily fluid intake in milliliters.

Water Requirements In Relation To Energy Recommendations

AI for total fluids derived from dietary reference intake for water, potassium, sodium, chloride, and sulfate. Ratios for water intake based on the AI for water in liters/day calculated using EER for each range of physical activity. EER adapted from the Institue of Medicine Dietary Reference Intakes Macronutrients Report, 2002.

The Role of Nutrition and Hydration

Many parents know the importance of breakfast, but it’s easy to overlook just how vital it is to your child’s school day. Skipping breakfast or eating sugary, processed foods can leave children feeling tired, irritable, and unable to concentrate. They may “misbehave” simply because their brains aren’t getting the nutrients they need.

Dehydration can also cause problems. Just a small amount of dehydration—about 2 percent—can lead to headaches and make it hard to focus. Research shows that dehydration affects children’s attention span, memory, and even their ability to complete simple tasks. To avoid this, encourage your child to drink water regularly throughout the day, not just when they feel thirsty. Once you feel thirsty, you’re already somewhat dehydrated. So, building regular water breaks into your child’s routine can make a big difference in their ability to stay focused and calm during the school day.

Practical Tips for Parents

• Start the day with a healthy breakfast. A balanced meal with protein, whole grains, and healthy fats will give your child lasting energy.

• Encourage regular water intake. Send children to school with a water bottle and remind them to drink regularly.

• Promote physical activity. Regular exercise not only keeps children fit but also helps them concentrate better in school.

• Ensure adequate sleep. A consistent sleep routine is vital for brain function and emotional regulation.

• Model healthy habits. Children are always watching, so if you prioritize your own health, they’re more likely to follow suit.

Healthy children are better learners. Small changes in your child’s daily habits can significantly impact their ability to focus, stay calm, and thrive in school.

Look for Part 2 in the next issue. 

Reference

Adan, A. “Cognitive Performance and Dehydration.” Journal of the American College of Nutrition, U.S. National Library of Medicine, pubmed.ncbi.nlm.nih. gov/22855911/.

Montessori, Maria – Discovery of the Child, The Secret of Childhood, The Absorbent Mind, and The London Lectures 1949.

Popkin, Barry M., et al. “Water, Hydration, and Health.” Nutrition Reviews, U.S. National Library of Medicine, August 2010, www.ncbi.nlm.nih.gov/pmc/ articles/PMC2908954/.

Volkman, Julia. “Stuff by Julia.” Maitri Learning, www.maitrilearning.com/pages/learning-center.

“Brain Development.” ZERO TO THREE, www.zerotothree.org/espanol/brain-development.

Return to Table of Contents