Nutritional problems among elementary school pupils remain a significant public health and educational concern, as inadequate nutrition may adversely affect learners’ cognitive, academic, and psychosocial development. This study examined the relationship between perceived manifestations of nutritional problems and pupils’ cognitive function, academic performance, extracurricular engagement, and life skills competence among elementary pupils in Zone 2, Division of Catanduanes, Philippines. A quantitative descriptive-correlational research design was employed, involving 114 elementary school teachers selected through stratified random sampling. Data were collected using a researcher-developed, expert-validated questionnaire to assess teachers’ perceptions of pupils’ nutritional conditions and developmental outcomes. The findings indicated that nutritional problems, particularly wasting and underweight, were commonly observed among pupils. Correlational analysis further revealed significant relationships between perceived nutritional problems and all examined domains of pupil development. Poorer nutritional conditions were generally associated with lower academic performance, reduced participation in extracurricular activities, diminished life skills competence, and variations in cognitive function, suggesting that nutritional status plays an important role in learners’ overall development. The findings underscore the importance of strengthening school- and community-based nutrition programs to promote holistic child development and improve educational outcomes. The study recommends integrated interventions involving schools, families, health professionals, and local government agencies to address nutritional challenges and support pupils’ academic success and well-being.

Keywords: nutritional status, cognitive function, academic performance, extracurricular engagement, life skills competence, elementary pupils, descriptive-correlational study, Philippines, school-based nutrition intervention