Effects of Sleep Disorders on Academic Achievement and Cognitive Functioning in Children and Adolescents
A Meta-Analysis of Polysomnographic Studies
Bibliographic Data
| ID | 6456530 |
|---|---|
| Authors | Amandine E Rey (0000-0002-3021-9762, Centre de Recherche en Neurosciences de Lyon), Évelyne Touchette (0000-0002-1088-3498, Université du Québec à Trois-Rivières, Centre d’études avancées en médecine du sommeil), Stéphanie Mazza (0000-0002-2750-1118, Centre de Recherche en Neurosciences de Lyon, Université Claude Bernard Lyon 1) |
| Year | 2025 |
| Volume | 138 |
| Issue | 1 |
| Pages | 17-46 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The American Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0002-9556 • E-ISSN: 1939-8298 |
| Publisher | University of Illinois Press (PUBLISHER • US) |
| DOI | 10.5406/19398298.138.1.02 |
| OpenAlex | W4412941201 |
| Language | EN |
| References cited | 137 |
An adequate amount of good sleep is important for optimal cognitive functioning and successful academic achievement. Children with sleep disorders often experience cognitive impairments, underscoring the need for thorough assessment and effective management. This meta-analysis examines the impact of sleep disorders on cognitive functioning outcomes in children and adolescents (3–18 years old). Across 50 studies, 3,001 children with sleep disorders or disorders associated with sleep troubles and 1,425 control participants, as confirmed by polysomnographic assessments, were included. Results indicated that children with sleep-related breathing disorders showed small to large deficits in cognitive areas such as general intelligence (p .11), although data were limited. Those with central disorders of hypersomnolence had lower immediate and long-term memory (p = .023, p = .016) and sustained attention (p < .001). Children with neurological or neurodevelopmental-related sleep disorders showed deficits in verbal IQ (p = .038), memory (p < .001), inhibitory control (p = .016), cognitive flexibility (p < .001), processing speed (p = .016), and expressive language (p = .005). Further research is needed on these latter groups. Clinicians, school professionals, and parents need to understand how sleep disorders may detrimentally affect neuropsychological functioning to make recommendations for children with sleep disorders
Academic achievement · Cognition · Cognitive skill · Developmental psychology · Meta-analysis · Psychiatry · Sleep (system call · Clinical Psychology · Internal Medicine · Medicine · Psychology · Sleep and related disorders · Sleep and Wakefulness Research · Sleep and Work-Related Fatigue
National Iqs Predict Differences in Scholastic Achievement in 67 Countries
The Prevalence of Sleep Disorders in College Students
The Relationship Between Executive Functions and Academic Performance in Primary Education
Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
International Classification of Sleep Disorders-Third Edition
How to perform a meta-analysis with R
Systematic review of the relationships between sleep duration and health indicators in school-aged children and youth
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents
Bias in meta-analysis detected by a simple, graphical test
Executive Functions
Sleep Stage Transitions and Sleep-Dependent Memory Consolidation in Children with Narcolepsy–Cataplexy
Writing meta-analytic reviews
Linking Maternal Warmth and Responsiveness to Children's Self‐regulation
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
A power primer
Sleep, cognition, and behavioral problems in school-age children
| Citation velocity | historical |
|---|---|
| Highly cited | No |