Persistent sleep problems (DIMS at both ages 7–9 and 11–13) increase the risk of poor academic performance even after adjusting for mental health, gender, pubertal status and SES¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Children with persistent DIMS had elevated odds of poor teacher-rated academic performance in the fully adjusted model (OR 1.87, 95% CI 1.19–2.95). → Stormark KM 2019
Evidence¶
Stormark KM 2019¶
Stormark KM, Fosse HE, Pallesen S, Hysing M (2019) The association between sleep problems and academic performance in primary school-aged children: Findings from a Norwegian longitudinal population-based study. PLoS ONE 14(11): e0224139. https://doi.org/10.1371/journal.pone.0224139
q3 · i? · associational · r2
Logistic regression in the Bergen Child Study longitudinal cohort (N = 3453) comparing DIMS groups against the No DIMS reference for teacher-rated poor academic performance at T2. The fully adjusted model retained a significant association, with "OR 1.87; 95% CI 1.19–2.95".
"Finally, persistent DIMS was a significant predictor for low academic performance, both in the crude (OR 3.09; 95% CI 2.03–4.70) as well as in the fully adjusted model (OR 1.87; 95% CI 1.19–2.95)."
Discussion¶
Related Claims¶
- Sleep education at school improves academic performance in children — related
- Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children — related
- Children with poor academic performance show more sleep problems, delayed pubertal development, poorer family economy, lower parental education and more mental health problems than average-to-good performers — related
- The association between sleep problems and poor school performance is partly mediated by children's internalizing and externalizing mental health problems, with a direct effect remaining only for persistent DIMS — a broader claim this one bears on
- Concurrent sleep problems at age 11–13 do not increase the risk of poor academic performance after controlling for mental health problems — related
- Transitory sleep problems (DIMS at age 7–9 only) do not increase the risk of later poor academic performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
persistent-dims-poor-academic-performance |
title |
Persistent sleep problems (DIMS at both ages 7–9 and 11–13) increase the risk of poor academic performance even after adjusting for mental health, gender, pubertal status and SES |
description |
Persistent sleep problems (DIMS at both ages 7–9 and 11–13) increase the risk of poor academic performance even after adjusting for mental health, gender, pubertal status and SES |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stormark-km-2019 |
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