Sleep disordered breathing symptoms and daytime sleepiness are associated with emotional problems and poor school performance in children

Abstract

This study examined the prevalence of sleep disordered breathing (SDB) symptoms and their associations with daytime sleepiness, emotional problems, and school performance in Chinese children. Participants included 3,979 children (10.99 ± 0.99 years old) from four elementary schools in Jintan City, Jiangsu Province, China. Children completed a self-administered questionnaire on sleep behavior and emotional problems, while parents completed the Child Sleep Habit Questionnaire (CSHQ). SDB symptoms included 3 items: loud snoring, stopped breathing, and snorting/ gasping during sleep. Teachers rated the children's school performance. The prevalence rates of parent- and self-reported SDB symptoms were 17.2% and 10.1% for “sometimes” and 8.9% and 5.6% for “usually”. SDB symptoms, more prevalent in boys than in girls, increased the risks for depression, loneliness, and poor school performance. Daytime sleepiness mediated the relationship between SDB symptoms and depression, loneliness, and poor school performance. This study suggests the importance of early screening and intervention of SDB and daytime sleepiness in child behavioral and cognitive development.

Using propensity score matching with doses in observational studies: An example from a child physical abuse and sleep quality study

“…Among these, sleep impairment is a particular concern to adolescents, with up to 68.9% of adolescents worldwide reporting insufficient sleep duration and impaired sleep quality (Chung & Cheung, ; Eaton et al, ; Gradisar, Gardner, & Dohnt, ; National Sleep Foundation, ). Sleep impairment not only adversely affects mental health (Ivanenko, Crabtree, & Gozal, ; Liu et al, ), neurobehavioral function and academic performance (Dewald, Meijer, Oort, Kerkhof, & Bögels, ), but also predicts the presence of cardiometabolic risk factors during adolescence and into adulthood (Matthews & Pantesco, ; Ji, Saylor, & Liu, ).…”

The Learning Implications for Children and Adolescents with Hypersomnolence

“…however, the association between EDS and anxiety is well established, as is the association between EDS and depression in community studies (Calhoun et al, 2011;J. Liu et al, 2016;Luo et al, 2018;Moore et al, 2009;Zhou et al, 2015).…”

“…Hypersomnolence or EDS has been found to impact academic outcomes in both adolescents (Gibson et al, 2006;Joo et al, 2005;Perez-Chada et al, 2007;Rhie et al, 2011;Shin et al, 2003) and in children (Blunden & Chervin, 2009;Calhoun et al, 2012;Li et al, 2013;J. Liu et al, 2016;.…”

“…All seven studies asked parents to complete observations on their child's sleepiness, and only one of those also asked the children themselves to report their own perceptions (J. Liu et al, 2016). Child self-reports have been used in other studies exploring daytime sleepiness (Saarenpaa-Heikkila et al, 1995;C.-K. Yang et al, 2005); however, it appears the majority of studies ask parents to complete the surveys as observers of their child's sleepassociated behaviours.…”

“…Academic outcomes associated with EDS have been identified through simple parent questionnaires (Blunden & Chervin, 2009;Calhoun et al, 2012;Ng et al, 2005), teacher questionnaires (Bruni et al, 2006;Li et al), and formal academic grades (J. Liu et al, 2016). Only one study used a standardised achieved test as a measure of academic outcome Six of the seven investigations summarised in Table 25 (Muller, Signal, Elder, & Gander, 2017;National Sleep Foundation, 2004.…”