2026-10-10T06:28:13Z https://api.figshare.com/v2/oai

oai:figshare.com:article/33972730 2026-09-23T11:04:18Z category_31208 category_30881 category_37043 portal_2 item_type_3 month_year_09_2026

Supplementary information files for "Hydration, mood, and cognition in primary school aged children in the United Kingdom<i>"</i> C.A. Roberts (10074934) K. Boak (25095920) N. McCullogh (25095922) I. Brownlee (25095923) C. Haskell-Ramsay (8488449) Lewis James (1249500) B.P. Green (25095927) G.D. Tempest (25095928) C. Bruce-Martin (25095929) P.L.S. Rumbold (25095931) Biomedical and clinical sciences Biological sciences Psychology Behavioural Science & Comparative Psychology Dehydration Hypohydration Cognitive performance Urine osmolality Urine specific gravity Serum osmolality Children <p dir="ltr">Effective cognition is fundamental to academic attainment and has been linked to multiple dietary behaviours, including adequate hydration. This study aimed to evaluate whether the hydration status of primary school children (9–10y) across the school day was associated with cognition and mood. Food and fluid intake were tracked using photographic dietary records. Urine/serum osmolality (Uosm/Sosm), urine specific gravity (USG) and self-reported urine colour (Ucol) were assessed at first void (Uosm only) or the start (09:00) and end (16:00–16:30) of the school day. Children's self-reported mood and appetite were obtained via Visual Analogue Scales (VAS at 09:00, 10:30, 13:30 and 16:00). Children completed cognitive assessments using the Computerised Mental Performance Assessment System (15:30-16:00). T-tests indicated that (a) children consumed most fluid at mealtimes (P < 0.001), and (b) Sosm, USG and Ucol increased (P < 0.01) throughout the school day, indicating a shift towards dehydration. Additionally, from the start to the end of the day, feelings of boredom, hunger, tiredness, and thirst increased, whereas focus and happiness decreased (P < 0.05). Hydration measures were significantly associated with long-term (P = 0.042) and working memory (P = 0.033). Despite access to ad-libitum water, this study indicates primary age school children do not maintain hydration status during the school day. This suggests interventions to improve hydration status in the primary school setting should focus on increasing water intake and/or retention of ingested water throughout the day.</p> 2025-08-21T00:00:00Z Dataset Dataset 10.17028/rd.lboro.33972730.v1 https://figshare.com/articles/dataset/Supplementary_information_files_for_Hydration_mood_and_cognition_in_primary_school_aged_children_in_the_United_Kingdom_i_i_/33972730 CC BY 4.0