Background Adolescence is a particularly vulnerable stages of life in which malnutrition inhibits academic performance through poor growth and development, mental retardation, poor overall cognitive function and poor health status. However, there is a dearth of evidence regarding the association between nutritional status and academic performance among adolescent students. Therefore, this study aimed to determine the association of nutritional status and academic performance among adolescent secondary school students in Wolaita Sodo town, Southern Ethiopia. Methods A facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the mean mark score of two consecutive semesters’ results of all subjects. Data were analyzed using Stata software Version 15. Descriptive statistics, binary and multiple linear regression analysis were done. Statistical association of dependent and independent variables was declared at p-value < 0.05. Results The mean academic performance of students was 69.21 ± 0.42 (95% CI: 68.34–70.02%). A mean mark score of students increased by 1.89 (β = 1.89; 95%CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased a mean mark score by 2.63 (β = − 2.63; 95%CI: − 4.28, − 0.98) and being from a separated parents decreased by 4.73 (β = − 4. 73; 95%CI: − 6.73, − 2.74). A mean mark score of students from the first wealth class decreased by 9.92 (− 9.92; 95%CI: − 12.79, − 7.04) as compared to students from the highest wealth class. Attending private schools increased the mean mark score of students by 4.18 (β = 4.18; 95% CI: 2.46, 5.90). Conclusions Interventions targeted at adolescents’ nutritional status should be designed and implemented. The town education office and concerned bodies should launch a school feeding program for public schools. Development and income generation activities should target households in the first wealth status. Schools are recommended to design additional teaching and learning schemes such as tutorial classes for girl students.

Background: Though evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.Methods: A facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis. A p-value <0.05 was considered as statistically significant.Results: The mean academic performance of students was 69.21±0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β=1.89; 95 %CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95 %CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95 %CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95 %CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β=4.18; 95 %CI: 2.46, 5.90). Conclusion: This study has ascertained that poor academic performance was reported among undernourished students, girls, students whose parents were separated, students of low wealth status households, and students enrolled to public schools. Launching nutritional interventions, household income generating activities targeting lowest wealth status households, and giving tutorial classes for female students were recommended.

Background: Though evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.Methods: A facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis. A p-value <0.05 was considered as statistically significant.Results: The mean academic performance of students was 69.21±0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β=1.89; 95 %CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95 %CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95 %CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95 %CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β=4.18; 95 %CI: 2.46, 5.90). Conclusion: This study has ascertained that poor academic performance was reported among undernourished students, girls, students whose parents were separated, students of low wealth status households, and students enrolled to public schools. Launching nutritional interventions, household income generating activities targeting lowest wealth status households, and giving tutorial classes for female students were recommended.

BackgroundThough evidence about the magnitude of malnutrition is well established in Ethiopia, the evidence is scarce about the association of nutritional status with academic performance among adolescents. Thus, this study aimed at determining the association of nutritional status with academic performance among adolescents attending secondary schools in Wolaita Sodo town, Southern Ethiopia.MethodsA facility-based cross-sectional study was conducted among 670 systematically selected adolescents in secondary schools of Wolaita Sodo town from April to June 2019. The academic performance of the adolescents was measured using the average mark score of two consecutive semester's results of the overall subjects. Data were analyzed with STATA software Version 15. Descriptive statistics, Pearson Correlation, and linear regression were used in the statistical analysis, and p-value < 0.05 was considered as statistically significant.ResultsThe mean academic performance of students was 69.21 ± 0.42 (95% CI: 68.34%-70.02%). An average mark score of students increased by 1.89 (β = 1.89; 95%CI: 1.14, 2.64) for a unit increase in BMI for age z-score. Being female decreased an average mark score by 2.63 (β=-2.63; 95%CI: -4.28, -0.98) and being from a separated parents decreased by 4.73 (β=-4. 73; 95%CI: -6.73, -2.74). An average mark score of students from the lowest wealth class decreased by 9.92(-9.92; 95%CI: -12.79, -7.04) as compared to students from the highest wealth class. Attending private schools increased the average mark score of students by 4.18 (β = 4.18; 95%CI: 2.46, 5.90).ConclusionInterventions targeted at adolescents’ nutritional status should be designed and implemented. The town education office and concerned bodies should launch a school feeding program for government schools. Development and income-generating activities should target households with the lowest wealth status. Schools should give tutorial classes for female students.