The Science and Technology Committee’s Energy drinks and
children Report has concluded that societal concerns
could justify a ban on the sale of energy drinks to children.
However, the Committee found that the current quantitative evidence
alone is not sufficient to warrant a statutory ban.
The inquiry examined the effects of energy drinks, especially the
caffeine contained in them, and was launched after research
showed that young people in the UK are the biggest consumers of
energy drinks in Europe for their age group.
The Committee sought to understand whether the caffeine in energy
drinks had a negative health and behavioural effect on young
people and if the sale of energy drinks to under 16s should be
banned.
Children’s access to energy drinks
Based on the current scientific evidence available, the Committee
concluded that the existing quantitative evidence alone is not
sufficient to justify a statutory ban on the sale of energy
drinks to children.
However, after reviewing a range of qualitative evidence, such as
the experiences of teachers, the Committee:
- welcomes any
voluntary action taken by schools, retailers and local
communities that could reduce energy drink consumption among
children, including exclusion zones;
- acknowledges
that the current voluntary ban implemented by a number of
retailers amplifies the message that energy drinks are associated
with negative health, behavioural and dietary effects; and
- recognises
that it might be legitimate for the Government to implement a
statutory ban based on societal concerns and qualitative
evidence, such as the experience of school teachers.
The low price and easy access to energy drinks can lead to high
consumption levels amongst children and teenagers, particularly
for those from disadvantaged backgrounds.
Analysis of the World Health Organization’s Health Behaviour in
School-aged Children survey found that children in receipt of
free school meals (FSM) disproportionately consume energy drinks.
Among students who reported that they drank at least one energy
drink per day, 23% received FSM, compared with 13% receiving FSM
in the sample as a whole.
Further, the Royal College of Paediatrics and Child Health cited
a longitudinal study in the Netherlands of 509 adolescents which
found that the consumption of one or more energy drinks per day
may have a negative impact on “daily life behaviours related to
executive function (i.e. mental processes that enable us to plan,
focus attention, remember instructions, and juggle multiple tasks
successfully).
More evidence
The Committee also recommends that the Government commission
independent research to establish whether energy drinks have more
harmful effects than other soft drinks containing caffeine in
order to support evidence-based decision-making.
Labelling
The Committee also recommends that there should be more prominent
advisory notices on energy drinks packaging. The Report
recommends that the Government should use the opportunity of
leaving the EU to introduce additional labelling requirements to
ensure that advisory messages are not merely in 'the small
print', enabling more informed decision prior to purchase.
Rt Hon , Chair of the Science and
Technology Committee, said:
“Throughout this inquiry, the Committee has heard a range of
concerns warning of the impact energy drinks can have on the
behaviour of young people. This varied from a lack of
concentration in the classroom and hyperactivity to the effects
on physical health. It’s clear from the evidence we received that
disadvantaged children are consuming energy drinks at a higher
rate than their peers.
“Although the Committee feels there is not enough scientific
evidence alone to support a blanket ban, we support voluntary
bans by retailers— many of whom have recognised the negative
impact associated with such products. The Government needs to
commission independent research to see whether energy drinks are
more harmful than other soft drinks.
“It would be legitimate for the Government to go beyond the
evidence that is available at the moment and implement a
statutory ban based on societal concerns and evidence, such as
the experience of school teachers and pupils. If the Government
decides to introduce a ban it should explain why it has come to
this decision.”
