0103 Greater actigraphic sleep variability and later timing are associated with more school-related problems in adolescents

Abstract

Abstract Introduction Adolescents often obtain short sleep duration, which has been linked to poor grades and greater behavioral issues at school. There is limited research on the association between other dimensions of sleep and school-related outcomes, and few studies use objective measures of sleep. The current study examined associations of multiple actigraphic sleep dimensions with school-related outcomes among adolescents. Methods Data were collected from a sub-study of the age 15 wave of the Fragile Families and Child Wellbeing Study (N=774-782 depending on the outcome), a national sample of diverse teens. Adolescents wore a wrist-actigraphy device for approximately one week (mean=6.6 nights) and completed a survey reporting current grades and current or past problems at school. Separate linear and logistic regression models assessed whether actigraphic sleep duration, timing, maintenance efficiency, variability (SD) in duration and timing, and sleep regularity index (SRI) were associated with grades and behavioral issues at school. Analyses adjusted for demographic and household characteristics, depressive symptoms, and anxious symptoms. Results Greater variability in sleep onset was associated with higher odds of receiving a D or F in any course (OR=1.29, p=.040) and of ever failing a course (OR=1.26, p=.038). Later sleep onset (β=−.07, p=.029) and offset (β=−.08, p=.014) and greater variability in sleep duration (β=−.07, p=.035) were associated with fewer A grades. Later sleep offset was also associated with lower average GPA (β=−.07, p=.033). Later sleep onset (OR=.91, p=.049) and offset (OR=.91, p=.035) and greater variability in sleep offset (OR=.83, p=.029) were associated with lower odds of ever taking an honors course. Later sleep offset (OR=1.11, p=.034) and greater variability in sleep duration (OR=1.31, p=.012) and onset (OR=1.42, p=.004) were associated with higher odds of ever being suspended or expelled in the past two years. Greater variability in sleep duration was associated with greater behavioral problems in school (β=.13, p<.001). Sleep duration, maintenance efficiency, and SRI were not associated with school-related outcomes (p≥.05). Conclusion Later sleep timing and greater sleep variability are risk factors for school-related problems among adolescents. Promoting earlier sleep timing and reducing sleep variability across the week may improve academic and behavioral outcomes among adolescents in school. Support (if any) R01HD073352