A longitudinal model of sleep problems and classroom self-regulation across elementary school.

This study explored longitudinal and bidirectional associations among behavioral sleep problems and self-regulation difficulties across the elementary school years. Analyses drew data from the Kindergarten Cohort (N = 4983) of the Longitudinal Study of Australian Children (LSAC) across five data waves, when children were aged 4–13 years (49% female, 86% English-speaking). Cross-lagged structural equation models revealed significant bidirectional associations, with greater sleep problems consistently predicting classroom self-regulation two years later, while poorer self-regulation predicted later sleep problems only at certain time points. Greater behavioral sleep problems were associated with poorer post-elementary achievement and social-emotional wellbeing, while stronger classroom self-regulation skills supported more positive outcomes in these constructs. Findings indicate strong developmental associations among sleep problems and dysregulation. • Across 4- to 13-years of age, sleep problems consistently predicted poorer classroom self-regulation two years later. • Poorer self-regulation predicted later sleep problems only at certain time points. • Fewer behavioral sleep problems and stronger self-regulation were linked with better longer-term outcomes. • Intervening early in school on sleep problems and self-regulation has potential to boost achievement and wellbeing. [ABSTRACT FROM AUTHOR]