Effect of nutrition education intervention on middle school student fluid intake

Abstract

Background: During adolescence, dehydration disrupts the body’s homeostasis, adversely affecting cognitive function. Even a 2% body water deficit can impair cognitive performance and mood, leading to concentration and shortterm memory issues. Aim: This study aimed to reduce dehydration levels among middle school students through a classroom-based nutrition education intervention. 1. Assess fluid intake practices and dehydration status among middle school students. 2. Provide targeted education on fluid consumption. 3. Evaluate the intervention’s effectiveness by reassessing dehydration status post-intervention. Materials and methods: An interventional study was conducted to assess fluid consumption, fluid consumption knowledge, and dehydration status among middle school students. Fluid consumption was measured using the BEVQ-15 questionnaire, while fluid consumption knowledge was evaluated using an adapted version of the General Nutrition Knowledge Questionnaire developed by Kate Parmenter and Jon Wardle (1999). Dehydration status was determined using the urine color chart developed by LE Armstrong (1994). Additionally, a thematic hydration awareness lesson was administered weekly for a duration of five weeks. Results: Prior to intervention, 96% of students had unsatisfactory knowledge about hydration and fluid intake practices, which decreased to 50% post-intervention. A significant (p<0.01) improvement in dehydration status was observed preand post-intervention, as assessed by fasting urine color. Conclusion: Classroom-based nutrition intervention effectively improved adolescents’ dehydration status by enhancing their knowledge of fluid consumption.