Information has been available for a considerable period of time indicating that a child's ability to learn is determined, in part, by nutritional status.
One study published in the Journal Nutritional Health in 1984 (Colgan et al, "Do nutrient supplements and dietary changes affect learning and emotional reactions of children with learning difficulties?" 1984; 3(1/2):69-77) showed significant improvements in learning and IQ with dietary intervention.
16 children between the ages of 5 and 15 who were referred for remedial reading and behavior modification were placed on a diet that called for reduced sugars, refined foods and toxins; as well as a vitamin-mineral supplement. The daily intake of 16 controls was not changed, but they did take an over-the counter RDA-level vitamin-mineral supplement.
After 22 weeks, IQ scores improved an average of 17.9% in the treated group vs. 8.4% in the controls. Reading age significantly improved in the treatment group - almost double the improvement expected. And this was at the end of only 22 weeks! And, most likely the diet consumed in the intervention group was still less than optimal.
The bottom line is that there is only so much you can do to tweak the curriculum, so many new learning styles that can be installed in a classroom and so much money you can direct at the schools. Children have to show up at school in some condition to learn, and nutritional status has everything to do with it.
There is a great deal that schools can do to encourage healthy eating. According to a research team at The University of Minnesota, making fruits and vegetables readily available, lowering prices, promoting classroom activities, and involving the cafeteria staff all work toward getting kids to eat better.
In two high schools, just lowering the price of fresh fruit and baby carrots increased sales by 200% in one school and 400% in the other. (French et al, "Environmental interventions to promote vegetable and fruit consumption among youth in school settings," (Prev Med 2003;37:593-610)
Since almost everyone in the U.S. has agreed that improving academic achievement is a priority, and research clearly shows a relationship between food intake and learning, we should be allocating more time and energy to making sure our children are well-nourished and educated about food in school. From time to time I am confronted with school administrators who tell me that this is not the school's responsibility, to which I reply that it certainly is as long as the school is going to be providing food.
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