According to Levitsky and Pacanowski (2013) examined

the influence of breakfast skipping on daily caloric intake and

subsequent eating patterns. Their study indicated that
skipping breakfast often leads to increased energy intake
later in the day, as individuals tend to consume more calories
during lunch or dinner to compensate for the missed meal.
This delayed eating pattern can impact one’s metabolism and
influence cognitive functions, particularly attention and
memory, which are essential for academic tasks. In Science,
Technology, engineering, and Mathematics (STEM) students,
where cognitive demands are high, delayed energy intake and
altered eating behaviors from skipping breakfast may
contribute to decreased academic performance, as
maintaining optimal cognitive function is crucial in technical
fields that require consistent focus and problem-solving skills.

Furthermore, Levitsky and Pacanowski (2013) noted that

while skipping breakfast might not directly result in weight
gain, it could disrupt energy distribution and overall dietary
balance, potentially affecting mental alertness and physical
stamina throughout the day. In the context of Science,
Technology, engineering, and Mathematics (STEM) students,
skipping breakfast could exacerbate these effects, hindering
their ability to stay alert and engage with challenging
coursework. Consistent breakfast intake, therefore, may
support a more balanced diet, stable energy levels, and
improved academic outcomes, particularly for STEM students
who may experience more intense academic pressures and
mental workload. These findings highlight the need for
further exploration into the role of breakfast consumption in
supporting cognitive performance and academic success in
demanding fields like STEM.

Rocha, et al., (2023) investigated the association

between skipping breakfast and increased prevalence of
being overweight among Brazilian adolescents, highlighting
potential implications that could extend to academic
performance in STEM students. Their research found that
adolescents who regularly skipped breakfast had a higher
likelihood of being overweight compared to those who
consistently consumed breakfast. This association between
breakfast habits and weight gain may be critical for STEM
students, whose cognitive function and physical stamina play
a vital role in managing their demanding academic schedules.
Maintaining a healthy weight is associated with improved
mental clarity and physical well-being, which are essential for
academic performance, particularly in intensive STEM fields.

In addition, skipping breakfast has been linked to poor

nutritional intake throughout the day, as noted in the study
by Rocha et al. (2023). Adolescents who miss breakfast tend
to miss out on essential nutrients like fiber, calcium, and iron,
which are commonly consumed in the morning meal. For
STEM students, who are expected to maintain high levels of
focus and cognitive function, this nutrient deficit can lead to
impaired cognitive processes, slower reaction times, and
difficulty concentrating. Nutritional deficits could thus impair
academic performance and reduce the student’s ability to
efficiently manage and solve complex problems typical in
STEM coursework.
 Furthermore, Rocha, et al., (2023) underscore the
psychological impact of breakfast-skipping behaviors. They
point out that adolescents who skip breakfast are more likely
to engage in unhealthy eating patterns, which can influence
mood stability, increase stress, and even lead to unhealthy
weight control behaviors. For STEM students, this effect may
exacerbate the high levels of stress associated with their
studies, potentially leading to poorer academic outcomes. By
drawing these connections, Rocha et al. (2023) highlight how
breakfast habits are not only relevant to physical health but
also play a pivotal role in the psychological and cognitive
domains critical to the academic success of STEM students.

Angeles et al. (2024) conducted a study investigating

breakfast-skipping behaviors among senior high school
students in Digos City, shedding light on students'
perceptions of breakfast and the perceived benefits of
regular morning meals. Their study, grounded in Nutrition
Theory, which suggests a link between consistent breakfast
consumption and improved cognitive performance, provides
a relevant perspective for examining breakfast habits among
STEM students. The research highlights how students
generally recognize the value of breakfast; however, actual
breakfast consumption remains inconsistent. This tendency
to skip breakfast can be detrimental to STEM students, whose
cognitive demands require sustained mental energy
throughout the day. The findings underscore the importance
of reinforcing breakfast habits to support academic
performance, especially in cognitively demanding fields like
STEM.

Through a descriptive quantitative research design,

Angeles et al. (2024) administered surveys to 204 senior high
school students, measuring beliefs about breakfast and
perceptions of its benefits on a Likert scale. Statistical
analysis, using the Mann-Whitney U and Kruskal-Wallis tests,
revealed that while students across demographic variables
(such as sex, academic strand, grade level, and age)
commonly acknowledged the benefits of breakfast, these
perceptions did not significantly vary by demographic group.
This insight is pertinent for STEM students, suggesting that
while awareness of breakfast’s benefits is high, it may not
directly translate to consistent breakfast consumption. STEM
students, often engaged in intensive study schedules, may
face unique barriers to regular breakfast consumption, such
as early morning classes or rigorous preparation time, which
can interfere with forming stable breakfast habits.

Angeles et al. (2024) recommend comprehensive

intervention strategies to promote regular breakfast
consumption across all student groups, rather than targeting
specific demographics. For STEM students, in particular, such
strategies may include nutritional programs that emphasize
the academic advantages of breakfast, potentially improving
cognitive functions like memory retention, attention span,
and problem-solving abilities. These cognitive benefits are
crucial in STEM education, where students are frequently
required to perform at high levels for extended periods. By
illustrating the general recognition of breakfast’s importance
yet prevalent habits of skipping it, Angeles et al.'s (2024)
study contributes to understanding how breakfast-skipping
behavior might hinder academic performance among high-
achieving students in demanding fields like STEM,
emphasizing the need for supportive, individualized
nutritional guidance.

http://info.stmdigitallibrary.com/id/eprint/1393/
Angeles, J. K. L., Bertoldo, R. A., Romero, A. H., Flores, K. M.,
Ortega, J. E., & Castillo, J. C. (2024). Understanding
breakfast skipping: Perceptions among senior high
school students. *Asian Journal of Education and Social
Studies, 50*(8), 655-664.

https://pesquisa.bvsalud.org/portal/resource/pt/biblio-
1431745
Rocha, M. E. S., Rodrigues, P. R. M., & Muraro, A. P. (2023).
Skipping breakfast is associated with being overweight
among Brazilian adolescents. *Revista Chilena de
Nutrición.*
https://www.sciencedirect.com/science/article/pii/
S0031938413001479
Levitsky, D. A., & Pacanowski, C. R. (2013). Effect of
skipping breakfast on subsequent energy
intake. Physiology & behavior, 119, 9-16.

http://info.stmdigitallibrary.com/id/eprint/1393/