Breakfast is widely acknowledged as the most essential meal of the day, particularly for children in their formative years. Skipping breakfast is a rising concern among school-going children, leading to poor concentration, reduced academic performance, and long-term health implications. Despite known benefits, breakfast consumption remains inconsistent, especially in rural areas due to limited awareness and socio-economic constraints.

Methodology: A quantitative research approach with a quasi-experimental one-group pre-test post-test design was adopted. The study was conducted among 60 school-going children aged 8- 15 years in a selected school in District Kangra, Himachal Pradesh. Participants were selected using purposive sampling technique. A self -structured knowledge questionnaire was used to assess knowledge before and after the implementation of a 30- 45-minute structured Teaching Programme (STP) on breakfast skipping and its impact on academic performance. Descriptive and inferential statistics were used to analyze the data.

Results: The pre-test revealed that 40% of children had poor knowledge, 60% had moderate knowledge, and only 0% had adequate knowledge. Following the intervention, post-test scores showed significant improvement: 76.7%achieved good knowledge, 23.3% had moderate knowledge, and 0% remained in the poor category. The mean knowledge score increased from 11.67±2.995 in the pre-test to 23.3±3.013 in the post-test, with a mean difference of 11.530. The paired t-test yielded a t-value of 2.00 and a p-value of 0.001, indicating statistically significant improvement. The level of significance is 0.005. No significant association was found between post-test knowledge scores and demographic variables.