Ethnoracial and Socioeconomic Differences in Kindergarten Bedtimes Predict Sleep Duration and Achievement

• In Event: AERA Poster Session 7
  In Poster Session: Peers and Family as Context of Development

Abstract

Despite the importance of sleep to a host of physical health, behavioral, and academic domains, there is alarming evidence that children do not get the recommended amounts of sleep. This paper aims to better model how sleep duration and academic achievement interrelate longitudinally among U.S. school-aged children. Using data from the ECLS-K: 2011, we evaluated whether there is a lagged relation between sleep duration and academic achievement, and whether this relation is moderated by kindergarten bedtime, race/ethnicity, or socioeconomic status. Results from this study may be used to guide policy recommendations and public health interventions among U.S. children and families from diverse backgrounds and in different communities.

Authors

• Adrienne D. Woods, The Pennsylvania State University

• Paul L. Morgan, The Pennsylvania State University

• June L Jiao, The Pennsylvania State University

• Orfeu M Buxton, The Pennsylvania State University