Is There A Connection Between Water And Cognitive Function?

Introduction

According to several studies conducted in the United States, drinking adequate amounts of water does more for children than just ward off dehydration. The studies were done to determine the hydration status of healthy children in the United States and the connection between water and cognitive function. The studies set out to prove whether or not mild dehydration has a negative impact on a child’s ability to function at school. Could there possibly be a connection between the two? Discussion of Objectives A recent study was conducted on a group of 9-11 year olds in Manhattan and LA on their way to school. The group was given 50 dollars to pee in a cup. The urine from nearly 2/3 of the children was considered too concentrated, an indicator that they were dehydrated. Why? Because they weren’t drinking enough water. Three quarters of the children did not drink water between the time when they woke up and when they went off to school (Greger, 2013). But most ate breakfast so they must have been drinking something. The problem is that other beverages are not as hydrating. The levels of sodium, sugars and amino acids in milk and

juice can shrink cells and trigger the release of the hormone that signals dehydration (Greger, 2013). So, is there any actual negative impact of mild dehydration on their ability to function at school? Historically, most of the studies on hydration and mental functioning were done on adults under extreme conditions, like having people exercise in 113 degree heat or giving individuals powerful diuretics like Lasix and putting them on treadmills (Greger, 2013). Others studies on hydration and cognitive performance have been performed on military personnel to evaluate soldiers’ ability to function in extreme circumstances. It is easy to imagine that a soldier fighting in the desert with a heavy rucksack and a protective suit must be physically and cognitively at his best. It is however, very difficult to translate this knowledge to normal real- life circumstances. But three new studies changed that (Greger, 2013). Project Outcome A group of school children were selected to participate in a test to determine if there is a connection between water and cognitive function. They were randomly allocated to drink a cup of water, or not. and then give all of them a test and see which group would score better. And the winner was the group who drank water, the results of the present study suggests that even children in a state of mild dehydration not induced by intentional water deprivation or by heat stress can benefit from drinking more water and improve their cognitive performance (Greger, 2013). So water worked for 2nd and 3rd graders, what about 1st graders? Same experimental design but this time instead of forcing kids in the water group to drink a cup, the water group was just given some water and told to drink as much as they wanted, and again found significant improvement in the performance of various tasks, leading to the same conclusion: even under conditions of mild dehydration, children’s cognitive performance can be improved by having a drink of water (Greger, 2013). And the latest and largest study to date showed that a remarkable proportion of children who were in a state of mild, voluntary dehydration at the beginning of the school day, found a significant negative correlation between dehydration and, for example, the ability to remember numbers. Though hydration might affect some cognitive abilities more than others, it is an adverse that might render the school day more challenging for children (Greger, 2013). The thirst signal is triggered when a 1-2% loss of body mass has been reached and the kidneys have started to concentrate urine. It is quenched after an appropriate amount of water is ingested and this occurs well before osmolality is corrected, suggesting that thirst is also associated with rational and emotional cognition, and habitual and social notions of presumed need for water (Al-Awqati, 2007). A recent study found that healthcare professionals under-recognized the importance of hydration for mental health. So, who would care enough about the importance of human hydration to even do a survey? The European Hydration Institute, founded in part by the Coca Cola Company. Surprising, isn’t it? (Greger, 2013). Significant improvement in cognitive performance, but not with coke. And not with Ritalin or some new drug, just plain water (Greger, 2013). Adequate fluid intake is particularly important for children as they have immature thirst mechanisms, relatively high fluid loss (due to large surface area to body mass ratio) and high activity levels (Kaushik et al, 2007). With less developed sweating and kidney functions (Kenney and Chiu, 2001) they are more at risk of becoming dehydrated during hot weather or intense physical activity. Teaching Plan Research has found that only 29% of primary school children drink the minimum desired fluid intake, while others drink significantly less (Kaushik et al, 2007). Children aged between seven and 10 years old drink about seven times as much soft drinks as plain water (Gregory et al, 2000). To encourage children to drink water it needs to be a pleasant experience rather than one to be endured or avoided. Children’s fluid requirements vary with age, size and sex; girls have a slightly higher percentage of body fat and store less water than boys (Agostoni, et al, 2010). As drinking behavior may develop and be anchored in the toddler age group, it is vital to teach children about the importance of good hydration and establish good drinking habits at an early age. It is recommended that boys and girls, 4-8 years old drink 1,000-1,400 ml of water daily. Females 9-13 years old should consume 1,200 -2,100 and males in this age group should drink 1,400-2,300 a day (NICE, 2010). An adequate fluid supply plays a key role in regulation of fluid balance and removing waste from the body as urine. If there is good fluid intake with with frequent micturition there may also be a reduction in susceptibility to urinary tract infection. When you drink water is also important. Water consumption during the school day is very important, since studies have already shown the effects of dehydration during the school day. It is also vital that a child engaged in sports activities or just playing for fun drink water before during and after playing. Community Resources Since children spend a significant amount of their day in school, it is one of the most important settings in which to promote healthy drinking patterns. Easy access to water at school and encouragement to drink during the day are vital in maintaining a good fluid intake in school children. Schools are urged to set up hydration stations and make water readily available in the cafeteria. Park districts should be encouraged to keep the water fountains running during the warmer months when children are playing and participating in sports activities. Parents can instill in their children the importance of drinking water by setting a good example. Instead of having a cup of coffee as the first drink of the day, drink a glass of water instead. Parents should offer the child a glass of water before offering any other beverage. So, according to the aforementioned studies, there is a connection between water and cognitive function. Knowing this makes it essential that everyone is educated about the importance of proper hydration, the number one source being plain water.