ENERGY DRINKS AS A TACTICAL TOOL FOR ACADEMIC PERFORMANCE: A PUBLIC HEALTH CONCERN

By Okunade Laylah

While the prevalence in the consumption of sweetened beverages popularly known as "energy drinks" among young adults can be attributed to it's flavour, social marketing, and preference; the surge in consumption amongst university students during test and exams is rarely about preference, but rather a tactical tool for academics.

"Energy drinks" are often consumed by students to combat sleepiness, increase concentration, and force a better performance out of a tired brain during exams.

However, their consumption is associated with an increased risk of various health consequences.

According to the European Commission, the term “energy drink” is a commercial term, not legally defined. Energy drinks are caffeinated beverages that contain a mix of energy promoting ingredients including caffeine, taurine, glucuronolactone, B vitamins, the vitamin-like compound inositol, and sweeteners (sugar, fructose, glucose–fructose syrup or artificial sweeteners). The most critical components, however, are caffeine and sugar.

The nutritional profile of these drinks is often alarming. According to the consumer record, a serving of these drinks contains at least 6 to 242 miligrams of caffeine and there is more than one serving in some cans and bottles. Also, a large bottle of energy drink may contain up to 21 tablespoons of sugar, which is more than three times the maximum daily intake recommended by health organizations

Ironically, while students consume these beverages to enhance their academic performance, the physiological reality is often counterproductive. Rather than providing a sustainable boost, consumption is clinically associated with adverse health outcomes including cardiovascular symptoms, sleep impairment, nervousness, and gastrointestinal disturbances, increased blood pressure increased cardiac contractility.

Furthermore, research indicates that the frequent consumption of energy drinks may precipitate complex psychological conditions and behavioral risks like heightened sensation seeking and elevated depressive

symptoms, anxiety symptoms, anger, impulsivity scores and self- destructive behaviours.

Ultimately, what is perceived as a quick fix for an academic comeback acts instead as a catalyst for a cascade of physiological and psychological complications.