(LB02-04-25) The Impact of Breakfast Consumption on Academic Performance, Mood, and Daily Functioning in College Students

Objectives: We examined the relationship between breakfast consumption and its effects on academic performance, mood stability, and daily functioning in college students. While prior research highlights the cognitive and emotional benefits of breakfast in school-aged children, there is limited data on college students, who face unique time, financial, and lifestyle barriers to breakfast consumption. This study seeks to address this gap by exploring college students’ perceptions and experiences regarding breakfast and its impact on academic focus, energy levels, and emotional well-being. 

Methods: Students were recruited from the University of Idaho (n=12) via university-wide email. Participants completed a demographic questionnaire and a semi-structured interview via Zoom. Thematic analysis was conducted using Atlas.ti to identify key patterns related to focus, productivity, mood, and daily energy levels. Two researchers (KC and AKGT) reviewed all themes and quotations and came to a consensus on all results reported here. 

Results: Students who ate breakfast regularly reported better concentration, sustained energy, and improved emotional regulation, aligning with prior research on school-aged children. Participants noted that high-protein breakfasts provided longer-lasting benefits compared to high-carbohydrate options, which led to energy crashes. Barriers such as time constraints, appetite, and financial limitations were the primary reasons for skipping breakfast. Some students described positive reinforcement, stating that once they experienced the benefits of breakfast, they were more likely to maintain the habit. 

Conclusions: Our research supports that regular breakfast consumption enhances academic performance, mood, and daily functioning in college students, reinforcing existing studies on younger populations. However, the unique barriers faced by college students suggest a need for institutional interventions, such as improved campus meal accessibility and nutrition education. Future research should incorporate larger sample sizes and explore specific macronutrient effects on cognitive function to develop targeted dietary recommendations for students. 

Funding Sources: University of Idaho Provost Office and the TRIO McNair Scholars Program.