Dr. Eric O'NealJawaher Ati A Almalki2022-06-022022-06-02https://drepo.sdl.edu.sa/handle/20.500.14154/61674Non-adult populations (NAP; < 18 years of age) face unique physiological and sociological obstacles in regards to hydration. Mechanistic and performance research concerning the impact of hydration on NAP’s cognitive performance lags considerably when compared to adults. An exploratory, narrative review paper was prepared following a systematic literature search examining hydration and cognitive function in NAP. Thirteen published studies met a priori inclusion criteria. The most often reported primary cognitive function domains were attention, memory, and executive function-based tasks. All studies used fluid intake or restriction, versus sweat loss, to alter the hydration status of NAP. Many studies were conducted in participants’ personal school setting. Results were often reported as association between hydration status and performance with multiple covariates (e.g., IQ or socioeconomic status) versus contrast of raw scores between conditions, limiting direct, magnitude-based comparisons. Three major methodological themes were used to classify articles: (a) studies with a single, acute fluid intake intervention, (b) studies with repeated fluid intake interventions, and (c) studies comparing cognitive results based on hydration status markers or reported fluid intake. The only study design category that consistently resulted in an improvement in cognitive task performance was acute fluid consumption. Encouragement by teachers to NAP to consume ~250 ml of water 20-60 min before challenging academic engagement may be advantageous. Further research on mechanistic origins that explain acute fluid intake benefits on cognitive performance and if routine academic tasks of NAP’s school setting are improved by acute fluid intake is warranted.en