Can a special diet promote children’s focus?



A diet rich in fiber and antioxidants shows promise for children’s mental abilities, according to Shelby Keye’s research (Photo by Ethan Simmons)

A diet rich in fiber and antioxidants, low in fat and full of colorful berries and vegetables has shown a strong connection to slowed cognitive decline in older adults. This same Mediterranean-influenced diet shows promise for children’s mental abilities, too. 

A recent study led by University of Illinois Health and Kinesiology Assistant Professor Shelby Keye compared elementary school kids’ food intake to this specific diet pattern—fittingly called the MIND diet—and measured how those kids performed on a task designed to challenge their attention span. 

Keye and a team of researchers, including Health and Kinesiology Associate Professor Naiman Khan and Illinois Nutritional Sciences Ph.D. candidate Tori Holthaus, found that the school children who more closely adhered to this special diet showed better control over their attention. 

“When we see something in older adults, we’re like, ‘I wonder if we’re going to see that same thing with kids?’” Keye said. “That was the question: will the MIND diet be related to children’s cognitive skills?’”

The MIND diet is short for Mediterranean-DASH Intervention for Neurodegenerative Delay. It’s a combination of the popular Mediterranean diet—which prioritizes beans, leafy vegetables, berries, seafood and olive oil—and the DASH diet, originally built to combat hypertension. 

Researchers at Rush University in Chicago combined elements of these two diets and found certain components were related to better cognitive health in older adults. 

To investigate whether the MIND diet had positive effects for kids’ brain health, the research team decided to study a pressing skill for any school-age child: paying attention. 

In early life, the human brain is developing all of its cognitive skills simultaneously. But in certain phases of development, specific skills are growing faster and are more sensitive to a person’s changes in health, Keye said. 

“Attention and inhibition around that elementary age is a particularly sensitive skill to health behaviors,” Keye said. “It may be because you have started school. And now, you’re in this environment where you have to inhibit, you have to prevent yourself from turning around and talking to your friend or even inhibit yourself from listening to internal thoughts.” 

Their study marks the first time the MIND diet has been analyzed in a population this young. The diet’s connection to attention control opens the gates for more specific, involved research into the diet’s potential effects.

“With us finding this relationship with the MIND diet, that means that those foods that are important for older adults could be just as important for children,” Keye said. 

To answer their question, the research team collected a week’s worth of dietary records for 129 local children, ages 7 to 11 years old. Parents of the child participants were tasked with recording everything their kid ate or drank for seven days, in close consultation with their children. 

The children’s diets were scored on their proximity to the MIND diet pattern versus the most recent Healthy Eating Index, a set of dietary guidelines developed by the U.S. Department of Agriculture. The two diets are similar but emphasize different food groups: The MIND diet encourages more berries and olive oil, for example. 

Before gathering their diet records, the researchers collected the children’s demographic and anthropometric data—height, weight, age and the like. And each participant completed a cognitive test designed to challenge their focus, called the Eriksen-Flanker task. 

The task asks participants to look at a series of rapidly flashing arrows pointing in different directions on a computer screen, and mark which direction the arrow in the center of the image was pointing. (For kids, the arrows are replaced with pictures of fish.) 

The children who ate foods closer to the MIND diet scored more accurately on the attention task. The positive relationship did not show significant differences based on the children’s overall caloric intake, sex or household income. 

No significant relationship was found with the kids’ scores on the Healthy Eating Index guidelines. 

The children who ate foods closer to the MIND diet scored more accurately on the attention task.

“This is one study, and it’s one of the first,” Keye said. “But because we found a relationship, there is most likely something there.” 

As for why the diet had a relationship to attention control, Keye said a few possibilities are worth further research. 

Many of the dark green vegetables and berries present in the MIND diet are rich in antioxidants, which have an anti-inflammatory effect that helps with brain development and function, she said. 

Weight could also play a role. A separate study found that children who followed the MIND diet had a lower weight status on average—a higher weight status can relate to greater levels of inflammation and poorer cognitive performance. 

Also, physical activity and diet quality tend to go together in people, Keye said. It could be that the kids who ate more MIND diet foods focused better because of a healthier, more active lifestyle.  

Is the evidence enough to start changing children’s diets? More research is needed into the potential cause-and-effect, but if the benefits interest you, “I would not stray away,” Keye said. 

“I always try to just keep it simple while doing this type of work. Sometimes I find that people will read about this and say, ‘I’ve got to change all these things about my life,’” Keye said. “I study behavior change a little bit, and I find that it’s easier to start simple and do one thing.”

If the MIND diet’s potential benefits seem compelling, try adding in some berries and smoothies into your meal plan, or cooking with olive oil instead of butter for a week, Keye suggested. 

For now, the results from this study present a few next steps. Future studies can run diet interventions, where researchers control participants’ food intake to fit the MIND diet and observe any effects. Researchers could also make the same analysis of diet and attention control in an even younger group of child participants, or with a wider range of socioeconomic status. 

“We’re just excited to be doing the work and excited to have some interesting results,” Keye said. “And hopefully, one day, we can get a good intervention.”

To contact Shelby Keye, email skeye2@illinois.edu 

The paper, “MIND Diet Pattern Is Associated with Attentional Control in School-Aged Children,” was published in the Journal of Cognitive Enhancement in January 2025. It is available online.

DOI: 10.1007/s41465-025-00318-4

Editor’s note:

To reach Ethan Simmons, email ecsimmon@illinois.edu.
 

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Faculty Focus: KCH Assistant Professor Shelby Keye



Photo by caption

Q: Is there pressure to return as faculty after just completing your Ph.D., without going to a different university first?

A: I would say so. Some of that pressure is internal. I just want to do as well as a faculty member as I did as a student. When I was doing my interview for the job, I wanted to make sure that the faculty was seeing me as more than just a student. I wanted them to be able to envision me as a collaborator and not just on the same level as the other students. There was an added level of pressure there because they’ve seen me in the last four years as a student. So I had to essentially convince them that I could go beyond that, and they could become my colleagues. 

Q: Do you have any concerns about how students will approach you, given you are so close in age?

A: Sure. Keeping things professional is always good. I do think that beyond my age, there’s another added level to it is being a woman, too. There’s extra barriers required to have students view a young woman as their superior as a professional—strategies to just make sure that I keep up with my own coursework, making sure I’m on top of my own stuff, so they respect me. If I’m falling behind, then they fall behind as well. Making sure that I’m staying on top of lessons, grading, staying on track. It’ll be a challenge, and I’ll learn. 

Q: What are your research influences?

A: Probably a series of fortunate and some unfortunate events. I grew up as an athlete. I did gymnastics for most of my life, did cheerleading later on in high school and college. So I appreciate the positive benefits of staying active. I’ve always loved working with children. My first job was as a preschool teacher. Ever since then, I’ve just really enjoyed working with children. In terms of the cognitive health piece, I didn’t know much about it until I started working with [mentor and KCH Associate Professor] Naiman [Khan]. I was interested in working with children. I had worked with children in low-income schools during my master’s. Because of that relationship between cognition and academics, I was drawn towards working with Naiman. The unfortunate piece in terms of life is that I have a family history of obesity, heart disease, cancer and dementia. That all stems from poor health behaviors, poor diet, low physical activity. Those are some motivating factors with studying what I study. 

Q: How did you get connected with Naiman? 

A: That was just a cold email to him. I was in my master’s [program]. I was finishing up. I knew I wanted to do a Ph.D. My dad actually told me to look at schools in Illinois. He did some work at U. of I. while he was in his grad program. He did not graduate from here. But he had done some work here over the summers with a collaborating lab. And he just said, ‘Take a look at Illinois. They have good programs. They have a long history of excellent research.’ I looked at the kinesiology department, and Naiman was really the only person doing the type of work that I was interested in. And I sent him an email. Good timing [since] he was looking for someone that could help with running a summer physical activity program, and I was the person that he chose. 

Q: The college has the most diverse student body on campus, but is lacking in diversity in terms of faculty. Was that part of your decision-making process?

A: That’s a good question. I thought about it a little bit, but I can’t say it was a big, driving factor. That was actually something that I thought about more as a student when I was applying for Ph.D. programs. Two things, actually: being a female and then being a part of a marginalized group of color. That played a role in terms of where I chose to go to school. Dr. Susan Aguiñaga, who’s in KCH, she’s a [Latina], and she and I had a conversation briefly about it. We recognized there’s still room to grow. But I think part of that starts with us. I do think that moving forward, it would help the department if women like Susie and I recruited students that were of similar groups and encouraged them to apply for graduate schools and enter academia, too. I understand that from a student’s perspective, it can be discouraging. But you kind of have to have some courage to enter this space so other people can see you in that space. I did think about it briefly. But I thought about it more as an opportunity and not necessarily as a negative thing. I just thought, ‘OK, well, if they need somebody to represent my group, I can do that.’ And I want to do that. And hopefully, I can bring other women of color with me as I go through my academic journey. 

Q: What made you want to teach?

A: I don’t know. I’ve always wanted to work with kids. I’ve always liked to lead and share and learn. I think that the academic setting is the best place to do that. I come from a long line of teachers. My grandparents were teachers. A lot of my aunts and uncles are teachers. My dad taught a little bit while he was at the Naval Academy. Maybe it’s just something that’s in me. I enjoy learning. I’ve always liked school, and I like to share what I learn. And doing research is the learning part. And then teaching is sharing what I have learned. 

Q: What’s the most important thing you’ve learned from Naiman, as a mentor?

A: Something that comes to mind is Naiman is very self-aware. What I mean by that is that he knows what he’s good at, and he knows what he’s not so great at. He really hones in on those strengths and stays away from the weaknesses. But I think that makes him a really good mentor because he knows what he can do for us, and he is very honest. That’s just a level of humility that he has that I think is really good as a mentor and as a researcher, especially in a university where we have to write grants all the time to get funding for research. Humility is necessary with that because you’re getting denied almost all the time. It’s a field filled with ‘nos.’ What I’ve learned is to try to maintain my humility, and really hone in on my strengths, and focus on those, and build those up, and accept that I have weaknesses, but not to dwell on those because I can build my research around what I’m good at.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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