Fulfilling Every Child’s Potential through
Integrated Nutrition and Early Childhood
Development Interventions
A Call to Action and Policy Brief
Every Child’s Potential: A Call to Action and Policy Brief
This document has been prepared to advance key messages based on Annals of The New York Academy of Sciences,
volume 1308. It is a call to action, supported by a policy brief, to commit effort and resources to integrate effective
interventions across disciplines and modes of delivery, so as to enable every child to fulfill their potential.
We are particularly thankful to the authors who contributed to this volume. All references are available at the end of the
document, and full articles are available, with free access, online.
Advisory group for drafting key messages:
Mandana Arabi, MD, PhD, Executive Director, The Sackler Institute for Nutrition Science (2011-2014)
Maureen Black, PhD, Professor, Department of Pediatrics and the Department of Epidemiology and Public Health at the
University of Maryland School of Medicine
Kathryn Dewey, PhD, Distinguished Professor, Department of Nutrition, Director of Program in International and Community
Nutrition, University of California Davis
Lia Fernald, PhD, MBA, Professor, Public Health Nutrition and Community Health and Human Development, University of
California Berkeley
Jane Lucas, PhD, Consultant, WHO and UNICEF
Document prepared by:
Mireille Mclean, MA, MPH, Associate Director, The Sackler Institute for Nutrition Science
Matthew Graziose, MS, Department of Health and Behavior Studies, Teachers College, Columbia University
Graphic design by:
Katherine Aguilera
Recommendation for quoting:
The Sackler Institute for Nutrition Science (2015) “Fulfilling Every Child’s Potential through Integrated Nutrition and Early
Childhood Development Interventions”. New York, NY, The New York Academy of Sciences
2
❛❛
Good physical and mental health, achievements in school and work, and
the ability to empathize with and help other people have their roots in
early childhood. Experiences in the first years of life shape what we
become – physically, emotionally, and socially.
…Now, more than ever, every individual should have the right to attain
their full development potential.
– Dr. Margaret Chan,
Director - General, World Health Organization (WHO)
Foreword to “Every Child’s Potential: Integrating Nutrition and Early Childhood Development
Interventions” Volume 1308 of Annals of the New York Academy of Sciences
In many tribes, children are not spoken to until they reach the ‘age of
knowing’… (approximately 7-8 years old)…Adults may refrain from
speaking directly to children until they can respond…It is critical as we
conceive our strategies for early child development that we think about
addressing those social norms, the cultural traditions that underlie lack of
stimulation and the lack of engagement…
– Dr. Nicholas Alipui,
Programme Director, UNICEF
Closing Remarks at the Technical Seminar: Every Child’s Potential, hosted on February 6, 2014 at UNICEF,
with The Sackler Institute for Nutrition Science
I work with a team that is quite passionate about promoting maternal
and child health. We have been ignorant and unaware of the importance
of stimulation in our effort of promoting child health…Since I started
introducing them to [new training materials], they have been amazed
by the learning and discovery and have explored ways of integrating
stimulation with our health activities.
(Source: Yousafzai et al. 2014)
❛❛
– Lucy Nyaga, Project Manager of Community
Health Department (AKHS, Kenya)
3
Every Child’s Potential: A Call to Action
Ensuring Every Child’s Potential through Integrated Nutrition and Early Childhood
Development Interventions
An estimated 200 million children under the age of 5 years, worldwide, do not develop their potential. Poor nutrition, lack of
responsive caregiving and too few opportunities to learn undermine children’s development. Growing populations, demographic
shifts, violence, and food scarcity put many more children at risk. Damage to growth and development in childhood results
in poor health, lower educational achievement and reduced productivity into adulthood. It increases social inequities, and
threatens the wellbeing of societies and countries.
Existing resources fail to meet these challenges; and we must look for ways to focus our energy and resources on interventions
that are most effective in helping young children grow well, be healthy and become more able and self-confident to meet
the opportunities and responsibilities of adulthood. A recent issue of Annals of the New York Academy of Sciences (2014,
volume 1308) gathers the current state of evidence on integrating effective interventions across two disciplines—
nutrition and child development—into one global effort. It sharpens our focus on what best promotes children’s healthy
growth and early development.
Evidence from nutrition research demonstrates that adequate nutrition early in life, while promoting ideal growth and better
health, can also protect children and contribute to the early development of motor, cognitive, and social-emotional abilities.
Likewise, interventions to promote the development of skills in early childhood can also improve the family’s feeding and
other caregiving skills, which are necessary for children’s healthy growth.
Therefore, the considerable evidence presented in Annals indicates that integrating interventions can be more effective than
delivering the interventions separately through nutrition and child development services (See ‘What is Integration?’). Integration
can simultaneously address multiple, related barriers to children’s development, including poor nutrition, impoverished
family circumstances, parents’ poor mental health, and lack of opportunities for early learning. Experiences show
that combining efforts can result in a more efficient use of resources. Integration is an approach that helps us set
priorities and focus health, education, and other community services. The savings will permit us to direct resources for
a greater reach to more children and their caregivers, including families who live in marginalized and underserved communities.
Integrating and expanding efforts to improve nutrition and child development can make it possible to meet the needs of
impoverished children more effectively, and stretch our resources to benefit more children (See ‘What is Scale-up?’). The
range of evidence and program experience documented suggests that the following actions will make the greatest difference:
1 Integrate nutrition and child development interventions for young children and their families, wherever possible.
2 Focus on learning and nutrition in early childhood by promoting high-quality
family care.
3 Adapt interventions to address the local capacities and constraints of families
and communities.
4 Identify the best practices and appropriate indicators in an integrated delivery
of interventions through focused research and program evaluation.
5 Mobilize the endorsements of leaders across intergovernmental and government
agencies, nongovernmental organizations, academia, and others in civil society to bring effective interventions to scale and sustain them.
4
This Call to Action is supported by the following scientists (in alphabetical order)
Frances Aboud, PhD, Professor of Psychology, McGill University
Amina Abubakar, PhD, KEMRI/WTRP Kenya, and Lancaster University
Harold Alderman, PhD, Senior Research Fellow, International food
Policy Research Institute
Orazio Attanasio, FBA, Jeremy Bentham Professor of Economics,
Head of the Department of Economics, University College London
and Institute for Fiscal Studies
Zulfiqar A. Bhutta, PhD, MBBS, FRCPCH, FAAP, Co-Director, Centre
for Global Child Health at The Hospital for Sick Children (SickKids)
Maureen Black, PhD, Professor, Department of Pediatrics and the
Department of Epidemiology and Public Health at the University of
Maryland School of Medicine
Hillary Creed-Kanashiro, MPhil , Senior Researcher, Instituto de
Investigación Nutricional, Lima, Peru
Kathryn Dewey, PhD, Distinguished Professor, Department of
Nutrition, Director of Program in International and Community
Nutrition, University of California Davis
Ilgi Ertem, MD, Professor of Pediatrics, Ankara University
Jessica Fanzo, PhD, Assistant Professor of Nutrition, Institute of
Human Nutrition and Department of Pediatrics, Senior Advisor
of Nutrition Policy, Center on Globalization and Sustainable
Development, Columbia University
Sylvia Fernadez-Rao, PhD, Research Officer, National Institute of
Nutrition, India
Lia Fernald, PhD, MBA, Professor, Public Health Nutrition and
Community Health and Human Development, University of
California Berkeley
Raghu Lingam, PhD, Clinical Senior Lecturer and Honorary Consul,
University of Newcastle
Florencia Lopez Boo, PhD, Social Protection and Health Unit
Inter-American Development Bank
Jane Lucas, PhD, Consultant, WHO and UNICEF
Reynaldo Martorell, PhD, Robert W. Woodruff Professor of
International Nutrition, Hubert Department of Global Health, Senior
Advisor, Global Health Institute, Emory University
Bruce McEwen, PhD, Alfred E. Mirsky Professor, Head, Harold and
Margaret Milliken Hatch, Laboratory of Neuroendocrinology, The
Rockefeller University
Gretel Pelto, PhD, Graduate Professor, Cornell University
John Phuka, MBBS, PhD, Deputy Dean, Faculty of Public
Health and Family Medicine, Department of Community Health,
University of Malawi
Elizabeth Prado, PhD, Assistant Project Scientist, Department of
Nutrition, University of California Davis
Atif Rahman, PhD, Professor of Child Psychiatry, University of
Liverpool, Institute of Psychology, Health & Society, Child Mental
Health Unit
Greg Reinhart, PhD, Vice President, Research & Nutrition, The
Mathile Institute for the Advancement of Human Nutrition
Linda Richter, PhD, DST-NRF Centre of Excellence in Human
Development, University of the Witwatersrand, The Human
Sciences Research Council, South Africa
Nathalie Roschnik, Advisor of Nutrition and Early Child Development,
Save the Children
Edward A Frongillo Jr., PhD, Professor and Chair, Department of
Health Promotion, Education, and Behavior, Arnold School of Public
Health, University of South Carolina
Christine Stewart, PhD, MPH, Assistant Professor, Department of
Nutrition, University of California Davis, Associate Director, Program
in International and Community Nutrition
Emanuela Galasso, PhD, Senior Economist, Development Research
Group, The World Bank
Rebecca Stoltzfus, PhD, Professor & Director, Program in Global
Health Cornell University
Michael Georgieff, MD, Martin Lenz Harrison Land Grant Chair,
Professor in Pediatrics and the Institute of Child Development,
Head, Division of Neonatology, Vice Chair, Department of
Pediatrics, University of Minnesota Masonic Children’s Hospital,
Director, Center for Neurobehavioral Development, University of
Minnesota School of Medicine
Fahmida Tofail, MBBS, PhD in Child Development & Nutrition
(UCL, UK), Scientist, Child Development Unit, Centre for Nutrition
and Food Security, Senior Consultant Physician, Dhaka Hospital.
International Centre for Diarrheal Disease Research - Bangladesh
Melissa Gladstone, MBChB, M., MRCPCH, BSc, University of
Liverpool Institute of Translational Medicine
Jena Hamadani, MBBS, DCH, PhD, Head, Child Development Unit,
Scientist, Centre for Child and Adolescent Health, International
Centre for Diarrheal Disease Research – Bangladesh
Lynne Jones, OBE, FRCPSych, FXB Center for Health and
Human Rights, Harvard School of Public Health, Harvard University
Mark Tomlinson, PhD, Professor of Psychology,
Stellenbosch University
Susan Walker, PhD, Professor, University of the West Indies, Jamaica
Aisha Yousafzai, PhD, Associate Professor, Department of Paediatrics
and Child Health, Aga Khan University
Louise Zimanyi, Former Director, The Consultative Group on Early
Childhood Care and Development Professor, Humber Institute of
technology and Learning, School of Health Sciences
Seung Lee, Senior Director of School Health and Nutrition,
Save the Children
5
Every Child’s Potential: A Policy Brief
1
Integrate nutrition and child development interventions for young children and
their families, wherever possible
•
Evidence supports the integration of interventions to enhance children’s growth and development (Grantham-McGregor, Fernald et al. 2014). Integrated interventions serve children by targeting the same key risk factors that make children susceptible to stunting and impaired development. Given evidence of relationships between hygiene and child
development, an integrated approach should also explore adding a water, hygiene and sanitation component to early child stimulation and nutrition programs (Ngure, Reid et al. 2014).
•
Integrating program components results in greater access to care for children, mothers and families. The co-location of services enables families to access both nutrition and development resources in one setting and the coordination of messages provides families with appropriate, reinforcing information. Given that individual nutrition and development
interventions often target the same underserved families, programmatic synergies from integrated interventions offer the ability to reach more of those children and families in the most efficient manner (DiGirolamo, Stansbery et al. 2014).
•
Policymakers, funders and program managers are able to secure substantial economic returns on investment because of the newfound programmatic synergies and the decreased duplication of efforts that occur with integration (Alderman, Behrman et al. 2014; Pelletier and Neuman 2014). Leveraging existing resources and programs across sectors, regions and disciplines to foster integration yields greater cost-savings than investing in a single-component intervention.
What is integration?
The integration of nutrition and early child development refers to interventions that have both components delivered
simultaneously to the same population, with the objective that they reinforce each other and are cost-effective
(Grantham-McGregor, Fernald et al. 2014). Intervention activities happen concurrently and are integrated through
funding and budget; organization and management; and place and mode of delivery (Briggs and Garner 2006).
In the health system, integration is contrasted with the vertical delivery of interventions. By relying on parallel
implementation, training and supervision, vertical delivery systems are prone to duplication of activities and resources
(Msuya, 2004). Although vertical delivery systems may be appropriate in response to specific health issues that require
expertise or an urgent response (Atun, Bennett et al. 2008), they have limited sustainability in promoting children’s health
and development.
Critical features of integration for early childhood development and nutrition interventions should include a joint design
and delivery, the use of community-based delivery platforms and a focus on strengthening family care (Tomlinson,
Rahman et al. 2014).
6
2
• The first 1000 days (from conception to age 24 months) are one of multiple sensitive periods in life where
interventions can promote sustained growth and
development. Findings suggest that the age at which to begin interventions should be based on what outcomes
are targeted and what interventions are used. Early in life, adequate nutrition and consistent, responsive
parenting promote brain development, social-emotional competencies and school-readiness (Wachs, Georgieff
et al. 2014).
•
3
Focus on the needs in early childhood
for learning and nutrition by
promoting high-quality family care
Children’s growth and development can be enhanced by addressing the immediate and underlying causes of
suboptimal nutrition. Long-lasting developmental gains
require that maternal and child deficiencies are remedied
and that positive parental feeding practices be fostered. Thus, there is a need for nutrition components to be
delivered simultaneously with interventions that include responsive caregiving and early learning activities. Both should be attuned to unique individual and community needs (Yousafzai and Aboud 2014).
• Factors that affect parenting- including individual
knowledge, attitudes and beliefs, income, education,
psychosocial wellbeing, support, and socio-cultural and environmental conditions- should be considered when
designing an intervention (Bentley, Johnson et al. 2014;
Zafar, Sikander et al. 2014).
Adapt interventions to address the
local capacities and constraints of families and communities
•
Natural interactions between families and children in their homes are important mechanisms for delivering integrated
interventions to improve young children’s growth and
psychosocial development. The setting and location of
interventions should be adaptable to meet unique local needs. A combination of home and center-based delivery models can ensure a broad reach, while still recognizing and supporting the family’s role in promoting children’s
wellbeing (Yousafzai, Rasheed et al. 2014).
•
Interventions that engage families are better able to
overcome local challenges and barriers. Families are
interested in their child’s development, and often find a
provider’s interactive, conversational approach easier to accept than didactic methods (Fernandez-Rao, Hurley
et al. 2014). An adaptable, family-based delivery strategy helps to identify and maintain existing positive childrearing and feeding practices (Yousafzai, Rasheed et al. 2014) and may help expose family members to the important
effects of good nutrition and learning opportunities on
children’s development and health (Tomlinson, Rahman
et al. 2014).
•
Strong and sustained investment in the training and
supervision of a skilled workforce to deliver integrated nutrition and child development services provides
assurance that children will receive sufficient support to fulfill their development potentials (Yousafzai, Rasheed et al. 2014). Community health workers (CHWs) are on
the frontline. Their interactions with families are an
important determinant of the quality of support families receive for their caregiving tasks and the accessibility and coverage of support in the community (Tomlinson, Rahman
et al. 2014). Opportunities to increase the capacity of
CHWs include effective pre-service and in-service training,
clearly defined integrated activities (Phuka, Maleta et al. 2014), and ongoing supervision and monitoring.
7
Every Child’s Potential: A Policy Brief
4
5
Identify the best practices and
appropriate indicators in an
integrated delivery of interventions through focused research and
program evaluation
• Empirical support for integration is strong, yet the continued measurement and communication of delivery processes can facilitate the scale-up of effective interventions. The reporting
of the content, delivery strategy, training of providers, participation, and outcomes contribute to evaluating and
improving the design and inputs to the program. These
process indicators are crucial for identifying the most
successful and feasible components and their relationship to
children’s optimal development (Yousafzai and Aboud 2014).
•
A globally accepted set of measures and indicators is needed
to ensure the successful evaluation of integrated interventions.
An accepted set of indicators standardizes reporting
procedures and allows for the comparison of effective
components across locations. Research to validate specific
outcome measures across cultures, countries and settings,
especially those that can be applied to integrated interventions,
can aid in identifying best practices (Frongillo, Tofail et al. 2014).
•
Indicators that address children’s development and growth enable stakeholders to track progress and advocate for
action (DiGirolamo, Stansbery et al. 2014). Accepted
measures can be used to operationalize an agenda for
integration, providing policymakers with the necessary evidence for the allocation of resources that best promote children’s growth and development.
8
Mobilize the endorsements of
leaders across intergovernmental
and government agencies,
nongovernmental organizations, and academia, and others in civil society to bring effective interventions to
scale and sustain them
•
Promoting child growth and development represents a wide-ranging and complex challenge. Taking integrated interventions to scale requires that stakeholders support comprehensive, integrated care that addresses the
physical and developmental needs of young children (Black and Dewey 2014). A clear agenda for integration
must guide the decision-making, funding, and service delivery of a diverse set of public and private actors
(Pelletier and Neuman 2014).
•
Horizontal coordination among sectors traditionally
involved in child health ensures that development and nutrition services are integrated and not delivered in
isolation (Britto, Yoshikawa et al. 2014; Tomlinson, Rahman et al. 2014). The identification of local leaders and the strengthening of their expertise are key aspects of building capacity for a more supportive policy
environment (Yousafzai, Rasheed et al. 2014). Guidelines that establish roles and responsibilities and outline
key processes for policymakers at the national level and local leaders can ensure more thorough coordination
(Britto, Yoshikawa et al. 2014).
•
Partnerships among governments, NGOs, academicians and civil society offer the potential for scaling-up needed interventions (Britto, Yoshikawa et al. 2014). Just as the
science of early childhood development and nutrition
requires a consensus from multiple disciplines, the
support of integrated interventions must also come from
a wide array of stakeholders. These partnerships allow for the alignment of priorities, the pooling of limited resources,
and access to the evidence base necessary to ensure
effective scale-up.
A Global Priority
Remarkable progress has been made in the past decade
toward the Millennium Development Goals – yet the
statistics show that much more can be done to ensure
optimal growth and development of the world’s children.
The health sector has a unique responsibility because it has
a significant opportunity to reach children and their families
during sensitive periods for both growth and development.
Evidence about the importance, design, delivery and
sustainability of integrated services has reached a critical
mass. The next step requires new partnerships and
investment in large-scale programs.
As 2015 approaches – the designated endpoint of the current
Millennium Development Goals, researchers, policymakers
and practitioners are confident that scientific advances in the
two highly complementary fields of nutrition and child
development can be applied to interventions that promote
health and wellbeing, and can be incorporated into relevant
policy worldwide. Integrated interventions can reach more
children in need and achieve better outcomes than
interventions that focus solely on one risk factor. Integrated
programs offer governments and funders a unique opportunity
for economy of effort and cost-effectiveness. Investments
in integrated interventions promise an economic return that
maximizes human capital and societal equity. Through
investments in evidence-based integrated interventions,
endorsements by stakeholders and supportive public
policies we can ensure that all children worldwide have the
opportunity to realize their developmental potential.
What is scale-up?
The “scale-up” of interventions refers to the increase in the proportion of a population receiving services, the increase
in the range or type of services offered, and/or the process by which services are made sustainable and supported
at a policy-level (Eaton, McCay et al. 2011). According to the WHO, scale-up entails “deliberate efforts to increase the
impact of health service innovations successfully tested in pilot or experimental projects so as to benefit more people
and to foster policy and program development on a lasting basis” (Simmons, Fajans et al. 2007).
Thinking about scaling-up as a process as opposed to an objective allows for the strategies that consider the political,
resource and infrastructure environment that may be supportive, yet changing (Mangham and Hanson 2010).
Throughout this policy brief, references to scale-up are used to encourage stakeholders to begin this process, working
to meet the needs of impoverished children more effectively and stretch existing resources to benefit more children.
9
Every Child’s Potential: A Policy Brief
References - “Every Child’s Potential”: Annals of the New York Academy of Sciences
vol 1308
Alderman, H., J. R. Behrman, S. Grantham-McGregor, F.
Lopez-Boo and S. Urzua (2014). Economic perspectives
on integrating early child stimulation with nutritional
interventions. pp 129-138.
Ngure, F. M., B. M. Reid, J. H. Humphrey, M. N. Mbuya,
G. Pelto and R. J. Stoltzfus (2014). Water, sanitation, and
hygiene (WASH), environmental enteropathy, nutrition, and
early child development: making the links. pp 118-128.
Bentley, M. E., S. L. Johnson, H. Wasser, H. Creed-Kanashiro,
M. Shroff, S. Fernandez Rao and M. Cunningham (2014).
Formative research methods for designing culturally
appropriate, integrated child nutrition and development
interventions: an overview. pp 54-67.
Pelletier, D. and M. J. Neuman (2014). Advancing the
nutrition and early childhood development agenda: indicators
and guidance. pp 232-244.
Black, M. M. and K. G. Dewey (2014). Promoting equity
through integrated early child development and nutrition
interventions. pp 1-10.
Britto, P. R., H. Yoshikawa, J. van Ravens, L. A. Ponguta, M.
Reyes, S. Oh, R. Dimaya, A. M. Nieto and R. Seder (2014).
Strengthening systems for integrated early childhood
development services: a cross-national analysis of
governance. pp 245-255.
DiGirolamo, A. M., P. Stansbery and M. Lung’aho (2014).
Advantages and challenges of integration: opportunities
for integrating early childhood development and nutrition
programming. pp 46-53.
Phuka, J., K. Maleta, M. Thomas and M. Gladstone (2014). A
job analysis of community health workers in the context of
integrated nutrition and early child development. pp 183-191.
Tomlinson, M., A. Rahman, D. Sanders, J. Maselko and M.
J. Rotheram-Borus (2014). Leveraging paraprofessionals and
family strengths to improve coverage and penetration of
nutrition and early child development services. pp 162-171.
Wachs, T. D., M. Georgieff, S. Cusick and B. S. McEwen
(2014). Issues in the timing of integrated early interventions:
contributions from nutrition, neuroscience, and psychological
research. pp 89-106.
Yousafzai, A. K. and F. Aboud (2014). Review of
implementation processes for integrated nutrition and
psychosocial stimulation interventions. pp 33-45.
Fernandez-Rao, S., K. M. Hurley, K. M. Nair, N. Balakrishna,
K. V. Radhakrishna, P. Ravinder, N. Tilton, K. B. Harding, G.
A. Reinhart and M. M. Black (2014). Integrating nutrition and
early child-development interventions among infants and
preschoolers in rural India. pp 218-231.
Yousafzai, A. K., M. A. Rasheed, B. Daelmans, S. Manji, C.
Arnold, R. Lingam, J. Muskin and J. E. Lucas (2014).
Capacity building in the health sector to improve care for
child nutrition and development. pp 172-182.
Frongillo, E. A., F. Tofail, J. D. Hamadani, A. M. Warren and
S. F. Mehrin (2014). Measures and indicators for assessing
impact of interventions integrating nutrition, health, and early
childhood development. pp 68-88.
Zafar, S., S. Sikander, Z. Haq, Z. Hill, R. Lingam, J.
Skordis-Worrall, A. Hafeez, B. Kirkwood and A. Rahman
(2014). Integrating maternal psychosocial well-being into
a child-development intervention: the five-pillars approach.
pp 107-117.
Grantham-McGregor, S. M., L. C. H. Fernald, R. M. C.
Kagawa and S. Walker (2014). Effects of integrated child
development and nutrition interventions on child
development and nutritional status. pp 11-32.
All articles from Annals volume 1308 are available online for free at www.nyas.org/annals-1308
10
Other References
Atun, R. A., S. Bennett and A. Duran (2008). When do
vertical (stand-alone) programmes have a place in health
systems?, World Health Organization.
Mangham, L. J. and K. Hanson (2010). Scaling up in
international health: what are the key issues? Health Policy
and Planning 25(2): 85-96.
Briggs, C. J. and P. Garner (2006). Strategies for integrating
primary health services in middle-and low-income countries
at the point of delivery. Cochrane Database Syst Rev 2.
Msuya, J. (2004). Horizontal and vertical delivery of health
services: what are the tradeoffs. Washington, DC: The
World Bank.
Eaton, J., L. McCay, M. Semrau, S. Chatterjee, F. Baingana,
R. Araya, C. Ntulo, G. Thornicroft and S. Saxena (2011).
Scale up of services for mental health in low-income and
middle-income countries. The Lancet 378(9802): 1592-1603.
Simmons, R., P. Fajans and L. Ghiron (2007). Scaling up
health service delivery: from pilot innovations to policies and
programmes, World Health Organization.
11
About Us
The Sackler Institute for Nutrition Science
The New York Academy of Sciences, in partnership with
The Mortimer D. Sackler Foundation, established The Sackler
Institute for Nutrition Science to create a coordinated effort to
support and disseminate nutrition science research. The Sackler
Institute for Nutrition Science is dedicated to advancing nutrition
science research and knowledge, mobilizing communities,
and translating this work into the field. The Sackler Institute is
generating a coordinated network across sectors, disciplines, and
geographies that promotes open communication; encourages
exchange of information and resources; nurtures the next
generation of scientists; and affects community intervention
design and public policy changes.
Visit us online at www.nyas.org/nutrition.
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advancing science, technology, and society worldwide. With
20,000 members in 100 countries, the Academy is creating a
global community of science for the benefit of humanity.
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