Malnutrition as a contextual factor in learning difficulties in basic education

Abstract

Introduction: This research addressed childhood malnutrition as a key contextual factor affecting neurodevelopment and, consequently, academic performance, especially in rural environments with structural vulnerability. The study was conducted at the "Carmelina Teófila Moreira" Educational Unit (Sitio Ricaurte, Chone) during the third trimester of the 2024-2025 school year, with the objective of determining the level of learning difficulties in students in grades 5 through 7 of Basic General Education. Materials and methods: A quantitative, non-experimental, cross-sectional, and exploratory-descriptive approach was used, applying the 18-item Teacher Questionnaire on Learning Difficulties (CDDA-EM) to a census sample of 120 students, as reported by their three homeroom teachers. Results: The students showed an overall difficulty score at a medium level (M=3.36; SD=0.60), with 55% experiencing moderate difficulty and 25% experiencing high difficulty. Critical areas of difficulty were identified in the indicators of coherence and text production (I4: M=3.72) and problem-solving and mathematical concepts (I6: M=3.80), both at a high level. Discussion: These difficulties, particularly in cognitively demanding tasks, are consistent with the literature on the impact of vulnerability on executive functions and should not be interpreted as isolated failures. Conclusions: The institution requires a focused and phased pedagogical intervention, prioritizing coherent writing and problem-solving through structured routines and continuous monitoring, without resorting to clinical labeling and respecting an evidence-based educational approach.