Short- and longer-term impact of a school breakfast programme on nutrition knowledge, breakfast nutrient intake and short-term memory of schoolchildren aged 9-11 years: results of the GESIT study in Indonesia.

Inadequate breakfast consumption among schoolchildren affects cognitive function, academic performance and health, highlighting the need for school-based nutrition interventions. This study evaluates the short- and longer-term impact of the GESIT (Gerakan Sarapan Bergizi Berprestasi or Nutritious Breakfast for Excellence Campaign) school breakfast programme on nutrition knowledge, breakfast nutrient intake and short-term memory among elementary students aged 9–11 years in Bogor, Indonesia. A pre-post quasi-experimental design was used across three groups: breakfast intervention with education (BreakfastEdu group), nutrition education only (Education group) and a Control group. Longer-term evaluation occurred 3 months post-intervention. Subjects were grade 4–5 students (n 212). The intervention lasted 20 school days. Data were collected on socio-economic characteristics, breakfast nutrient intake, nutrition knowledge and short-term memory. Short-term impacts showed the highest nutrition knowledge improvements in the BreakfastEdu (P < 0·001) and Education groups (P < 0·001). Energy, protein, total fat, vitamins A, B1, B2, C, D, Ca, Fe, Zn, potassium, PUFA, α-linolenic acid (ALA) and linoleic acid (LA) intake increased in the BreakfastEdu group (P < 0·05) from baseline to endline. Significant differences from baseline to endline between groups were observed for these nutrients, except for protein, Fe, Zn, PUFA, ALA and LA intake. Short-term memory scores improved only in the BreakfastEdu group (P = 0·01). Initial intervention gains diminished after 3 months without reinforcement. Post hoc mixed-effect sensitivity analysis attenuated significance when school-level clustering was taken into consideration. The GESIT programme enhanced short-term breakfast nutrient intake in the BreakfastEdu group. While nutrition knowledge and memory improved within intervention groups, long-term impact was not sustained. Future programmes should incorporate continuous education and school policy support to maintain results.