<![CDATA[Background: Stunting in children is a significant public health issue linked to impaired cognitive development and lower IQ scores. Parental care plays a critical role in mitigating the negative effects of stunting on a child’s intellectual abilities. This study examines the relationship between Intelligence Quotient (IQ) and stunting in elementary school children, as well as the influence of parental care patterns in Donggala. Conducted at SDN 1 and SDN 3 Tanantovea, the research aims to identify how stunting affects cognitive development and how different parenting styles may moderate this effect. Methods: This cross-sectional study used a purposive sample of 30 students aged 6-12 years at SDN 1 and SDN 3 Tanantovea who experienced stunting (H/A z-score <-2 SD per WHO standard). Purposive sampling method selected 42 potential participants based on school records; after inclusion screening (appropriate age, confirmed stunting, parental consent); exclusion: chronic conditions, incomplete data. Data were collected from August to October 2024 using anthropometry, standardized IQ tests, and parenting questionnaires (emotional support, cognitive stimulation). Multiple regression analysis was adjusted for confounding variables at the p < 0.05 level. Results: There was a significant negative relationship between stunting severity and IQ scores (p < 0.01). Supportive parenting moderated this effect, with high-quality parenting increasing IQ in stunted children (p < 0.05). Moderately stunted children (n=18): 72.2% average IQ, 22.2% low IQ. Severely stunted (n=12): 75.0% low IQ (χ² = 12.45, p = 0.002). High parenting (n=15): 73.3% average IQ, 6.7% high IQ; low parenting: 66.7% low IQ (χ² = 9.82, p = 0.007). Conclusion: Stunting negatively impacts the IQ of elementary school children; however, supportive parental care can help lessen these effects. These results emphasize the importance of integrating nutritional and parenting interventions to promote optimal cognitive development among children facing stunting.]]>
