Hydration in Children: What Do We Know and Why Does it Matter?

Abstract

In children, maintaining adequate fluid intake and hydration is important for physiological reasons and for the adoption of healthy, sustainable drinking habits. In the Liq.In7 cross-sectional surveys involving 6,469 children (4-17 years) from 13 countries, 60% of children did not meet the European Food Safety Authority (EFSA) adequate intake for water from fluids. Beyond fluid quantity, the quality of what children drink is important for health. In these surveys, the contribution of sugar-sweetened beverages and fruit juices to total fluid intake (TFI) in children exceeded that of water in 6 out of 13 countries. To assess the adequacy of children's fluid intake, urinary biomarkers of hydration such as urine osmolality, urine specific gravity, and urine color may be used. To date, while there are no widely accepted specific threshold values for urine concentration to define adequate hydration in children, the available literature suggests that many children have highly concentrated urine, indicating insufficient fluid intake. This is worrisome since studies have demonstrated a relationship between low fluid intake or insufficient hydration and cognitive performance in children. Furthermore, results of the Liq.In7 surveys showed that at school - where children spend a significant amount of time and require optimal cognitive performance - children drink only 14% of their TFI. Consequently, it is pertinent to better understand the barriers to drinking water at school and encourage the promotion of water intake through multicomponent interventions that combine educational, environmental, and behavioral aspects to support adequate hydration as well as optimal cognition in children.

Keywords: Barriers; Behavior change; Children; Hydration; Interventions; School; Water intake.