Dataset for: Nutrition supplementation enhanced with brain-directed nutrients and neurocognitive development in Bangladeshi children

wellcomeleap.org School children are most likely to succeed if they are attentive, resist distractions, follow instruction, plan and organize activity and problem solve. These capabilities rely on executive functions (EFs) and emotion regulation (ER), skills that are inter-correlated and predictive of lifelong behavioral, emotional, academic and social function. EF/ER also provide the essential building blocks for success in meeting challenges across the lifespan. In contrast, executive dysfunction (EDF) and emotion dysregulation (EDR) predict poor interpersonal relationships, educational failure, reduced earnings, criminality, and compromised mental and physical health. Our mission targets the first 1000 days of life to improve brain health across the population. Eileen F. Sullivan, Ph.D.1,2, Navin Rahman, MA1, Shahria Hafiz Kakon, MBBS3, Talat Shama, MBBS3, Anne-Michelle Engelstad, M.Ed.1,4, Renata Di Lorenzo, Ph.D.,2, Mary Zhuo Ke, B.S.E.1, Fahmida Tofail, Ph.D.3, Rashidul Haque, Ph.D.3, Justin M. O’Sullivan, Ph.D.5,6,7,8, Terrence Forrester, Ph.D.9, Charles A. Nelson, Ph.D.1,2,4 1Boston Children’s Hospital, Boston, MA, USA, 2Harvard Medical School, Boston, MA, USA, 3International Centre for Diarrhoeal Disease Research, Bangladesh, 4Harvard Graduate School of Education, Cambridge, MA, USA, 5Liggins Institute, University of Auckland, Auckland, New Zealand, 6 The Maurice Wilkins Centre, The University of Auckland, Auckland, New Zealand, 7Singapore Institute for Clinical Sciences, Agency for Science Technology and Research, Singapore, Singapore, 8MRC Lifecourse Epidemiology Unit, University of Southampton, Southampton, United Kingdom, 9UWI Solutions for Developing Countries, University of the West Indies, Kingston, Jamaica