Investigating Sleep-Related Disparities in U.S. Childrens Learning Difficulties

调查美国儿童学习困难中与睡眠相关的差异

• 批准号: 10191086
• 负责人: ORFEU M BUXTON
• 金额: $ 8.03万
• 依托单位: PENNSYLVANIA STATE UNIVERSITY, THE
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-05 至 2023-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10191086
• 关键词: Academic achievement; Academy; Accounting; Achievement; Address; Adolescence; Affect; American; Attention; Behavior; Characteristics; Child; Child Development; Child Welfare; Childhood; Clinic; Color; Data; Development; Disabled Children; Drowsiness; Economically Deprived Population; Equation; Ethnic Origin; Family; Foundations; Health; Home; Individual; Intercept; Intervention; Investigation; Knowledge; Learning; Left; Link; Literature; Longitudinal Studies; Longitudinal cohort; Mediating; Medicine; Methods; Modeling; Pathway interactions; Persons; Policies; Race; Readiness; Schools; Sleep; Socioeconomic Status; Structure; Time; Variant; Vulnerable Populations; Work; aged; base; cohort; design; disability; early childhood; elementary school; executive function; experience; insight; kindergarten; learning ability; learning outcome; longitudinal analysis; longitudinal dataset; middle childhood; poor sleep; screening; skills; sleep health; socioeconomic disadvantage; trait

Project Summary/Abstract Sleep is crucial for healthy childhood development. Yet nearly a third of U.S. elementary school children aged 6-11 experience suboptimal sleep health. This has direct and causal implications for learning including poorer academic achievement, challenging behavior, and executive function (EF) dysregulation. Work suggesting sleep’s educational importance during adolescence has led to recent policy changes like delaying school start times. Yet to date, there are three gaps in the literature which require further investigation. First, few studies have been designed to be causally-informative regarding the extent to which sleep is related to long-term learning difficulties including in longitudinal analyses of nationally representative cohorts of U.S. children. This has left unanswered questions regarding how sleep dynamically interrelates with learning throughout development. For instance, does suboptimal sleep health cause children to experience learning difficulties, or does a latent, stable trait affect both sleep health and learning? Second, whether the link between suboptimal sleep health and poorer achievement is mediated by behavior or EF is unclear. Suboptimal sleep health is thought to interfere with children’s learning through increased daytime sleepiness, which increases challenging behaviors and compromises EF skills necessary for successful learning. Yet to date, the direct and indirect links between suboptimal sleep health and achievement, EF, and behavior have not been explored in a mediational analysis. Third, vulnerable populations, including children with disabilities, children of color, and those from economically disadvantaged homes, are more likely to both experience learning difficulties and to experience suboptimal sleep health. Suboptimal sleep health may therefore be an under-recognized mechanism for why vulnerable populations disproportionately experience learning difficulties, but to date this has been not been directly investigated. Our project is among the first to assess these gaps through analysis of two nationally representative, longitudinal datasets that include rich and detailed data on both sleep health and learning: the Fragile Families and Child Wellbeing Study, and the Early Childhood Longitudinal Study- Kindergarten cohort of 2010-2011. Our aims are: 1) To better understand in what ways learning difficulties are influenced by suboptimal sleep health including through potential mediational or reciprocal relations; and 2) To ascertain whether a greater likelihood for suboptimal sleep health helps explain why vulnerable populations are more likely to experience learning difficulties. We will assess these aims through rigorous methods stratified by race/ethnicity, socioeconomic status, and disability that will offer causally-informed evidence regarding whether sleep and learning dynamically interrelate during middle childhood (random-intercept cross-lagged panel modeling) and better estimation of the direct and indirect paths by which suboptimal sleep health influences learning difficulties (structural equation modeling). Our project thus has significant implications for the development of sleep-related interventions that promote school readiness and continued healthy development.

项目摘要/摘要 睡眠对于健康的童年发展至关重要。然而，几乎三分之一的美国小学儿童 6-11经历次优的睡眠健康。这对学习具有直接和因果关系，包括较差 学术成就，挑战行为和执行功能（EF）失调。工作建议 睡眠期间的教育意义导致了最近的政策变化，例如延迟学校开始 时代。然而，迄今为止，文献中有三个差距需要进一步研究。首先，研究很少 已设计为在睡眠与长期相关的程度上随意地说明 学习困难，包括对美国儿童的全国代表性人群进行纵向分析。这 关于睡眠如何与学习如何动态相关的问题，这留下了未解决的问题 发展。例如，次优睡眠健康会导致儿童经历学习困难，或者 潜在的稳定特征会影响睡眠健康和学习吗？其次，是否次优的链接 睡眠健康和较差的成就是由行为或EF介导的，尚不清楚。次级睡眠健康是 想到通过增加白天嗜睡来干扰孩子的学习，这增加了挑战 行为和损害成功学习所必需的EF技能。迄今为止，直接和间接 次优的睡眠健康与成就，EF和行为之间的联系尚未在 中介分析。第三，脆弱的人群，包括残疾儿童，有色人种和 那些受到经济困扰家庭的人，更有可能既有学习困难，又有 体验次优睡眠健康。因此，次优的睡眠健康可能是一种认可的 为什么脆弱人群不成比例地经历学习困难的机制，但要迄今为止 尚未直接调查。我们的项目是最早通过分析评估这些差距的项目之一 两个全国代表的纵向数据集，其中包括有关睡眠健康和详细数据 学习：脆弱的家庭和儿童健康研究，以及幼儿纵向研究 - 2010-2011的幼儿园队列。我们的目标是：1）更好地理解学习困难的方式 受次优睡眠健康的影响，包括潜在的中介或相互关系；和2）到 确定次优睡眠健康的可能性更大是否有助于解释为什么脆弱人群是 更有可能体验学习困难。我们将通过分层的严格方法评估这些目标 种族/种族，社会经济地位和残疾，这将提供不幸的证据 睡眠和学习在童年中期动态相互关联（随机截距横断面面板） 建模）以及对次优的睡眠健康影响的直接和间接路径的更好估计 学习困难（结构等效建模）。因此，我们的项目对 发展与睡眠有关的干预措施，以促进学校准备并持续健康发展。