176 Linear and Nonlinear Associations Between Sleep and Academic Achievement in Middle Childhood: The Role of Early Life SES

• Published in: Sleep (New York, N.Y.) N.Y.), 2021-05, Vol.44 (Supplement_2), p.A71-A72
• Main Authors: Rea-Sandin, Gianna, Breitenstein, Reagan, Doane, Leah, Vakulskas, Emily, Valiente, Carlos, Lemery-Chalfant, Kathryn
• Format: Article
• Language: English
• Subjects: Academic achievement; Childhood; Questionnaires; Sleep; Socioeconomic factors
• ISSN: 0161-8105; 1550-9109
• DOI: 10.1093/sleep/zsab072.175

Introduction Elementary-aged children in low socioeconomic environments are more likely to experience poor sleep, which can negatively impact academic performance. However, it is unknown whether early-life socioeconomic status (SES) influences associations between sleep and academic achievement later in childhood. Using a demographically diverse sample of children followed longitudinally from 1 to 8 years, we tested linear and nonlinear associations between actigraphy-based sleep duration, midpoint time, sleep duration variability, and parent-reported sleep problems with academic achievement. In addition, we examined whether these associations varied by early SES. Methods The sample comprised 707 twins (52% female; Mage=8.44 years; 28.7% Hispanic/Latinx; 29.7% at or below the poverty line). SES was ascertained at 1 and 8 years, and children wore actigraph watches to assess sleep for 7 nights (Mnights=6.79) and completed the Applied Math, Picture Vocabulary, and Passage Comprehension subtests of the Woodcock-Johnson IV Tests of Achievement. Primary caregivers also reported on their children’s sleep and academic performance (Children’s Sleep Habits Questionnaire and Health and Behavior Questionnaire, respectively). Results Sleep was not linearly related to academic achievement, but there was a significant quadratic association between sleep midpoint with Picture Vocabulary (b=0.28, p