Short sleep duration (<9 hours) at follow-up is associated with impaired academic achievement, while baseline sleep duration did not significantly predict later school performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i1 small
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i1 Children with sleep duration <9 hours at follow-up had increased risk for poor academic achievement (OR = 1.20, p = 0.049). → Li Shenghui 2013 q3 i? No significant association was observed between baseline sleep duration and follow-up school performance. → Li Shenghui 2013 (2)

Evidence¶

Li Shenghui 2013¶

Li Shenghui, Arguelles Lester, Jiang Fan, Chen Wenjuan, Jin Xingming, Yan Chonghuai, Tian Ying, Hong Xiumei, Qian Ceng, Zhang Jun, Wang Xiaobin, Shen Xiaoming. (2013). Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China. PLoS ONE. https://doi.org/10.1371/journal.pone.0067928

q3 · i1 · associational · r2

Five-year prospective cohort (n = 612), generalized linear models with demographic and socioeconomic covariates. Concurrent short sleep at follow-up was linked to "poor academic achievement" with a small printed effect size (OR = 1.20, p = 0.049); no significant follow-up associations for attention, motivation, or relationship subscales.

"sleep duration at follow-up played an important role in school performance, where it was shown that those children with sleep duration<9 hours had an increased risk for poor academic achievement (OR = 1.20, p = 0.049)"

Li Shenghui 2013 (2)¶

Li Shenghui, Arguelles Lester, Jiang Fan, Chen Wenjuan, Jin Xingming, Yan Chonghuai, Tian Ying, Hong Xiumei, Qian Ceng, Zhang Jun, Wang Xiaobin, Shen Xiaoming. (2013). Sleep, School Performance, and a School-Based Intervention among School-Aged Children: A Sleep Series Study in China. PLoS ONE. https://doi.org/10.1371/journal.pone.0067928

q3 · i? · associational · r2

Same cohort analysis of baseline sleep duration categories (<9, 9-10, ≥10 hours) against follow-up school performance subscales; the article reports "No significant association was observed between baseline sleep duration and follow-up school performance". Equivalence was not tested.

"No significant association was observed between baseline sleep duration and follow-up school performance"

Discussion¶

Learner Variables¶

• Sleep — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children — related
• The association between sleep duration and school performance is nonlinear (p = 0.04) in generalized additive models — related
• Sleep education at school improves academic performance in children — related
• Only 22.34% of Chinese school-aged children get sufficient sleep (≥10 hours), while 37.96% have short sleep duration (<9 hours) — related
• Children who slept <10 hours/day at ages 3-4 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children with age-appropriate sleep — related
• Children who slept <9 hours/day at ages 5-7 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children sleeping ≥10 hours/day — related
• Short sleep duration at age 3 was not associated with quality of life at about age 13
• School-based sleep education improves children's sleep duration and quality — related
• Shorter sleep duration is associated with higher adiposity in children aged 0–4 years, though evidence quality is low — related
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