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Sleep Problems/Habits and School Performance in Elementary School Children
Ahmed BaHammam, F.R.C.P, F.C.C.P., Eiad Al-Faris, M.D., F.R.C.G.P., Shaffi Shaikh, M.Sc., Ph.D., Abdulaziz Bin Saeed, M.D., Ph.D.
No previous studies have assessed the relationship between sleep problems/habits
and school performance in Saudi school children. Therefore, we surveyed parents of
a sample of elementary school children in Riyadh to assess the relation between sleep
problems/habits and school performance in this age group. The study was conducted
in Riyadh city among elementary school children (boys and girls) during springtime of
the year 1999. Questionnaires were distributed by trained medical students according
to the sampling process and parents were asked to score each item that describes the
child behavior within the past 6 months. School performance was assessed using the
latest monthly evaluation report provided by the school. Students’ performance was
stratified as “excellent students” (.85%) or “average students” (<85%). Completed
questionnaires were returned from the households of 1012 students. Boys were 511
(50.5%) and girls 501 (49.5%). The mean age was 9.5±1.9 years ranging from 5 to
13 years. Six hundred and forty nine students (64.1%) of students had “excellent”
performance and 363 students (35.9%) had “average” performance. School
performance was significantly associated with children’s age, gender, father’s
educational level, and mother’s educational level. It was evident that the presence of
sleep problems, poor sleep habits, or shortened total sleep time was affecting the
students’ school performance. Sleep problems and habits may negatively affect
school performance. Schools, parents, and pediatricians need to take an active role
to consider sleep and sleep disorders in the context of school performance and
daytime functioning.
| Keywords: sleep, school, children, elementary, primary |
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