Rebecca Harding1, Jillian J Haszard2, Elizabeth Schaughency3, Bernadette Drummond4, Barbara Galland5. 1. Department of Women's & Children's Health, University of Otago, New Zealand; Department of Psychology, University of Otago, New Zealand. 2. Department of Women's & Children's Health, University of Otago, New Zealand; The Centre for Biostatistics, University of Otago, New Zealand. 3. Department of Psychology, University of Otago, New Zealand. 4. Department of Oral Sciences, University of Otago, New Zealand; Department of Paediatric Dentistry, University of Leeds, UK. 5. Department of Women's & Children's Health, University of Otago, New Zealand. Electronic address: barbara.galland@otago.ac.nz.
Abstract
OBJECTIVES: To estimate via questionnaire within a population sample of New Zealand (NZ) children aged 6-to-10 years, the prevalence of sleep disordered breathing (SDB) and those struggling academically, and to identify individual and shared risk factors (health and demographic) for parent-reported SDB symptoms and academic difficulties. METHODS: In this cross-sectional study, parents/caregivers of children were recruited through schools and social media to complete an online questionnaire covering health and demographic factors, their children's SDB symptoms (Pediatric Sleep Questionnaire; PSQ) and parental ratings of academic performance based on teacher feedback relative to expected progress in the national curriculum (well below/below/at/above) in reading, writing, and math. RESULTS: A total of 1205 children (53% male) aged (mean) eight years two months were included, comprising 79.4% NZ European/other and 15.0% Māori. The survey-weighted prevalence of SDB (based on the PSQ) was 17.5%. This was higher amongst those with academic difficulties rated 'below/well below' expected progress for reading, writing and math (estimated at 24.0%, 31.0% and 27.5% respectively), with increased odds (adjusted odds ratios) for poor progress of 1.9 (95% CI: 1.2, 3.0), 1.8 (95% CI: 1.2, 2.7) and 2.4 (95% CI: 1.6, 3.7) respectively. There were no shared risk factors common to both SDB and academic difficulties identified from multivariate analyses. CONCLUSIONS: The findings suggest that children with parent-reported SDB symptoms may be at high risk for poor progress in reading, writing, and math. Future research could examine whether treatment of SDB reduces barriers to learning and offsets educational risk.
OBJECTIVES: To estimate via questionnaire within a population sample of New Zealand (NZ) children aged 6-to-10 years, the prevalence of sleep disordered breathing (SDB) and those struggling academically, and to identify individual and shared risk factors (health and demographic) for parent-reported SDB symptoms and academic difficulties. METHODS: In this cross-sectional study, parents/caregivers of children were recruited through schools and social media to complete an online questionnaire covering health and demographic factors, their children's SDB symptoms (Pediatric Sleep Questionnaire; PSQ) and parental ratings of academic performance based on teacher feedback relative to expected progress in the national curriculum (well below/below/at/above) in reading, writing, and math. RESULTS: A total of 1205 children (53% male) aged (mean) eight years two months were included, comprising 79.4% NZ European/other and 15.0% Māori. The survey-weighted prevalence of SDB (based on the PSQ) was 17.5%. This was higher amongst those with academic difficulties rated 'below/well below' expected progress for reading, writing and math (estimated at 24.0%, 31.0% and 27.5% respectively), with increased odds (adjusted odds ratios) for poor progress of 1.9 (95% CI: 1.2, 3.0), 1.8 (95% CI: 1.2, 2.7) and 2.4 (95% CI: 1.6, 3.7) respectively. There were no shared risk factors common to both SDB and academic difficulties identified from multivariate analyses. CONCLUSIONS: The findings suggest that children with parent-reported SDB symptoms may be at high risk for poor progress in reading, writing, and math. Future research could examine whether treatment of SDB reduces barriers to learning and offsets educational risk.
Authors: Lucia V Torres-Lopez; Cristina Cadenas-Sanchez; Jairo H Migueles; Irene Esteban-Cornejo; Pablo Molina-Garcia; Charles H Hillman; Andres Catena; Francisco B Ortega Journal: Eur J Pediatr Date: 2022-02-10 Impact factor: 3.183
Authors: Rebecca Harding; Elizabeth Schaughency; Jillian J Haszard; Amelia I Gill; Rebekah Luo; Carmen Lobb; Patrick Dawes; Barbara Galland Journal: Front Psychol Date: 2021-06-29
Authors: Nathalia Carolina Fernandes Fagundes; Terry Carlyle; Oyku Dalci; M Ali Darendeliler; Ida Kornerup; Paul W Major; Andrée Montpetit; Benjamin T Pliska; Stacey Quo; Giseon Heo; Carlos Flores Mir Journal: J Clin Sleep Med Date: 2022-01-01 Impact factor: 4.062