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Sleep, Classroom Behavior, and Achievement Among Children of Color in Historically Disinvested Neighborhoods
Author(s) -
Ursache Alexandra,
Robbins Rebecca,
Chung Alicia,
DawsonMcClure Spring,
Kamboukos Dimitra,
Calzada Esther J.,
JeanLouis Girardin,
Brotman Laurie Miller
Publication year - 2021
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13590
Subject(s) - psychology , developmental psychology , academic achievement
Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children ( n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher‐reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent‐reported bedtime resistance and disordered breathing also predicted lower achievement.