Adolescence is a critical period of brain maturation characterized by intensive development of cognitive, emotional, and behavioral functions. Adequate nutritional status is essential for maintaining normal neurological development during this period. Vitamin D has biological effects beyond calcium and bone metabolism and is involved in neuronal differentiation, neuroprotection, neurotransmitter regulation, and inflammatory processes. Vitamin D receptors and vitamin D–related metabolic pathways are present in the central nervous system, suggesting a possible role in cognitive and neuropsychological processes. Vitamin D deficiency is relatively common in children and adolescents, particularly among those with limited sunlight exposure, inadequate dietary intake, obesity, or sedentary lifestyles. Therefore, studying the association between vitamin D status and cognitive-neuropsychological performance may contribute to the development of preventive approaches in adolescent healthcare.
To evaluate the relationship between vitamin D status and cognitive-neuropsychological functions in adolescents, with particular attention to memory, attention, executive functions, learning performance, and emotional well-being.
The assessment may include adolescents of school age who undergo evaluation of vitamin D status and neuropsychological functioning. Serum 25-hydroxyvitamin D [25(OH)D] is considered the principal laboratory marker of vitamin D status. Cognitive functions can be evaluated using standardized tests of attention, short-term and working memory, processing speed, executive functions, and learning ability. Psychological assessment may additionally include standardized questionnaires for anxiety, depressive symptoms, fatigue, and perceived cognitive difficulties. Demographic characteristics, physical activity, dietary habits, time spent outdoors, sleep duration, and screen exposure should also be considered as potential influencing factors. Statistical analysis can be used to determine correlations between serum 25(OH)D concentrations and neuropsychological indicators while accounting for relevant confounding factors.
Available clinical and scientific evidence indicates that vitamin D status may be associated with several aspects of neuropsychological functioning, although the strength and consistency of this relationship vary between studies. Adolescents with lower vitamin D concentrations may demonstrate poorer performance in domains such as sustained attention, memory, processing speed, and executive functioning. Vitamin D deficiency may also coexist with fatigue, reduced motivation, mood disturbances, and decreased academic productivity. However, cognitive performance is influenced by numerous factors, including sleep quality, physical activity, socioeconomic conditions, nutritional status, psychological stress, and excessive screen time. Therefore, vitamin D deficiency should not be considered an independent cause of cognitive impairment in every adolescent. Assessment of vitamin D status together with a comprehensive evaluation of lifestyle and psychological factors may provide a more accurate understanding of individual cognitive-neuropsychological functioning.
Vitamin D deficiency may be associated with unfavorable cognitive and neuropsychological characteristics in adolescents, particularly in the domains of attention, memory, executive functions, and emotional well-being. Serum 25(OH)D assessment combined with standardized neuropsychological evaluation can help identify potentially modifiable risk factors for impaired academic and psychological functioning. Correction of confirmed vitamin D deficiency should be performed according to established clinical recommendations, while maintaining adequate nutrition, physical activity, sleep, and healthy outdoor activity. Further prospective studies are needed to clarify the causal relationship between vitamin D status and adolescent cognitive development.
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