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Sleep problems are associated with poor outcomes in remedial teaching programmes: a preliminary study
Sarah L Blunden1, Ron D Chervin
1University of South Australia, Centre for Sleep Research, Adelaide, South Australia, Australia. sarah.blunden@unisa.edu.au
Journal of Paediatrics and Child Health
|October 12, 2007
Summary
Children in remedial programs often have sleep problems, which are linked to poor academic performance and behavior issues. Addressing sleep disturbances may improve daytime functioning and academic outcomes.
Area of Science:
- Pediatric Sleep Medicine
- Child Psychology
- Educational Psychology
Background:
- Problematic behavior and academic underachievement are common in children.
- Sleep problems are known to affect behavior and learning, but their prevalence in children with primary behavioral and academic concerns in remedial programs is understudied.
Purpose of the Study:
- To investigate the prevalence of sleep problems in Australian school children (aged 6-15) attending remedial programs.
- To compare sleep issues and academic performance between children in remedial programs and those in mainstream schools.
Main Methods:
- Parents completed the Child Behaviour Checklist and the Sleep Disorders Scale for Children.
- Questionnaires assessed behavior, academic performance, and sleep disorder symptoms.
- Teachers rated students' academic performance.
Main Results:
- Children in remedial programs reported significantly more sleep problems than controls.
- Poor sleep, including daytime sleepiness and behavioral sleep problems, was associated with poor academic performance and daytime behavioral issues in the total sample (n=80).
Conclusions:
- Children in remedial school programs may experience higher rates of sleep problems compared to mainstream school peers.
- Sleep disturbances are linked to problematic behavior and academic difficulties.
- Diagnosing and treating sleep disorders could be a novel therapeutic approach to improve daytime behavior and academic outcomes.
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