Sleepiness in Children

Pathway linking physical activity, sleep duration, and breakfast consumption with the physical/psychosocial health of schoolchildren

The relationship between certain lifestyle habits and schoolchildren's health has previously been reported on, but the exact pathway of the effects lifestyle habits have on physical/psychosocial health (PPH) has not been investigated nor has the relative influence of different habits on schoolchildren's health. In this study, schoolchildren were recruited from a primary school in Toyama Prefecture, Japan (n = 576), and the relevant data were collected in June/July 2017. Path analysis was used to examine the relationships of lifestyle habits and physical fitness with PPH among schoolchildren in grades 1-4 and 5-6. Body weight and total fitness scores were found to be not related to the children's PPH. The pathway via which lifestyle habits influenced PPH was determined successfully. Among children in grades 1-4, sex (p < .05), age (p < .01), and breakfast intake (p < .05) were related to PPH. Among schoolchildren in grades 5-6, the duration of sleep (p < .05) was related to PPH. Thus, factors related to schoolchildren's PPH vary by school grade. The identification of the predictors of the PPH of schoolchildren should inform the design of tailored, grade-specific health promotion interventions in Japanese elementary schools.

Sleepiness, Neuropsychological Skills, and Scholastic Learning in Children

Excessive daytime sleepiness is a frequent condition among children and adolescents that may lead to several and significant daytime consequences, including impaired neurocognitive skills and scholastic performance. Here, we evaluated in one hundred and ninety-one unselected primary school children, the relationship between sleepiness and a wide range of cognitive and academic skills through a standardized neuropsychological test battery. In order to assess the statistical relationship, we performed a partial least squares path modelling, a non-parametrical approach which combined a model of paths between latent variables and the coefficients between indicators and dimensions. Results were validated through the bootstrap approach and suggest that sleepiness is not associated with all cognitive and scholastic abilities, but only with those relying on verbal abilities and complex cognitive functions (i.e., reading comprehension, oral/syntactic comprehension, spelling, and mathematic skills). Our data suggest the idea that sleepiness in children is associated mostly with “higher” (mainly verbal) cognitive function(s), while the visuospatial domain was not affected.

Trajectories of pediatric sleepiness and their associations with health-related quality of life

The need for sleep in children has sparked extensive research, with inconclusive support for an association between sleep duration and sleep quality and health-related quality of life (HR-QOL). Daytime sleepiness, which captures a child's subjective sleep experience, has seldom been explored. Latent class growth analysis (LCGA) was employed to identify longitudinal trajectories of children's sleepiness. Trajectories were utilized to assess their association with HRQOL. The present sample included 158 children and their self-reports of sleepiness and HRQOL collected at three time points across an academic year. Results provided support for three trajectories of sleepiness, with significant associations between trajectory and later HRQOL. Post hoc tests revealed significant differences in HRQOL between trajectories. Children with high and stable sleepiness-experienced impairments in HRQOL comparable to children with chronic health conditions. Implications include the establishment of daytime sleepiness as a pervasive state with both statistical and clinical significance.

School-aged Children Who Are Not Progressing Academically: Considerations for Pediatricians

Pediatricians and other pediatric primary care providers may be consulted when families have concerns that their child is not making expected progress in school. Pediatricians care not only for an increasingly diverse population of children who may have behavioral, psychological, and learning difficulties but also for increasing numbers of children with complex and chronic medical problems that can affect the development of the central nervous system and can present with learning and academic concerns. In many instances, pediatric providers require additional information about the nature of cognitive, psychosocial, and educational difficulties that affect their school-aged patients. Our purpose for this report is to describe the current state of the science regarding educational achievement to inform pediatricians' decisions regarding further evaluation of a child's challenges. In this report, we review commonly available options for psychological evaluation and/or treatment, medical referrals, and/or recommendations for referral for eligibility determinations at school and review strategies for collaborating with families, schools, and specialists to best serve children and families.

Sleep and Attention in Children With ADHD and Typically Developing Peers

OBJECTIVE

The objective of this study was to examine the relationships between sleep and attention in both typically developing (TD) children and children with ADHD.

METHOD

The current study examined sleep and attention in 50 children, from 6 to 12 years of age (25 ADHD, 25 TD). Attention was measured using the Conners' Parent Rating Scale-Revised: Long Version and the Attention Network Test-Interaction (ANT-I), which provided an objective measure of alerting, orienting, and executive attention. Sleep was objectively measured using actigraphy.

RESULTS

Children with ADHD had poorer alerting and executive attention on the ANT-I, as well as poorer parent-reported attention. In addition, poor sleep predicted performance on alerting attention for children with ADHD and TD children, whereas the interaction between poor sleep and ADHD diagnosis predicted executive attention scores.

CONCLUSION

The findings of the current study highlight the importance of ensuring children are getting good quality sleep to optimize attention, particularly for children with ADHD.

Can a school-based sleep education programme improve sleep knowledge, hygiene and behaviours using a randomised controlled trial

OBJECTIVES

The present study investigated the effectiveness of a school-based sleep education programme in improving key sleep behaviours, sleep knowledge, and sleep hygiene.

DESIGN AND METHODS

A cross-sectional cluster-randomised controlled trial with two groups (Intervention and Control) and three assessment time points [baseline, immediately post intervention (6 weeks post baseline) and follow-up (18 weeks post baseline)] was employed. A total of 296 students (mean age = 12.2 ± 0.6 years; 59% female) from 12 schools in Adelaide, South Australia, were recruited, with 149 participants in the Intervention group and 147 in the Control group. The intervention consisted of four classroom lessons delivered at weekly intervals, followed by a group project on sleep topics, which students presented at a parental information evening. Sleep patterns were assessed objectively (actigraphy, n = 175) and subjectively (time-use recall, n = 251) at three time points. Sleep knowledge and sleep hygiene (n = 296) were also measured.

RESULTS

Generalised estimating equations were used to compare changes in the Intervention and Control groups. The programme increased time in bed by 10 min (p = 0.03) for the Intervention group relative to the Control group, due to a 10-min delay in wake time (p = 0.00). These changes were not sustained at follow-up. There was no impact on sleep knowledge or sleep hygiene.

CONCLUSION

Investment in the sleep health of youth through sleep education is important but changes to sleep patterns are difficult to achieve. More intensive programmes, programmes with a different focus or programmes targeting different age groups may be more effective.

Day type and the relationship between weight status and sleep duration in children and adolescents

OBJECTIVE

This study aimed to explore sleep duration in young Australians on different types of days across weight classes.

METHODS

Use of time and anthropometric data were collected on 8,866 nights from 3,884 9-18 year old Australians. The association between sleep duration and weight status was examined using factorial ANOVA for four day types: S-S (to bed and waking on school days); S-NS (to bed on school day and waking on non-school day); NS-NS (to bed and waking on non-school days); NS-S (to bed on non-school day and waking on school day).

RESULTS

Sleep duration varied with weight status when all day types were considered together (p=0.0012). Obese adolescents slept less than normal and underweight adolescents. However, the relationship varied for different day types; with the strongest relationship for NS-S days (on which obese children slept 65 min less than very underweight children, p<0.0001).

CONCLUSIONS

The association between weight status and sleep duration showed consistent gradients across weight categories, but only for certain day types.

IMPLICATIONS

These patterns cast light on the direction of causation in the obesity-sleep duration relationship. Findings suggest that short sleep duration contributes to obesity, or that a third unidentified factor has an impact on both.

Subjective reports of children's sleep duration: does the question matter? A literature review

Questionnaires are widely used to determine children's sleep duration. While authors have been encouraged to move on from the question: 'how many hours of sleep do you usually get?', the validity of different reports remains unclear, and there do not appear to be any evidence-based recommendations for how to best enquire about children's sleep. Our study aims to determine the validity of subjective reports of children's sleep duration and if elements of phrasing influence the accuracy of reports. A systematic literature review was conducted to identify studies that report the subjective sleep duration of children ages five to 18years, inclusive. A thematic analysis was used to identify 'elements' of phrasing that may influence the accuracy of reports, and a descriptive analysis was conducted to determine the validity of subjective reports. Our review identified five elements of phrasing that may affect the accuracy of reports. These include, specifying sleep parameters that define sleep duration, the recall period, the day type, the method of data collection, and the respondent. The validity of subjective reports varied across studies and in accordance with identified elements of phrasing. Future studies that assess subjective reports of children's sleep should define sleep duration, the recall period, the days constituting schooldays and nonschooldays, the method of data collection, and the respondent of the questionnaire.

Association between sleep and behavioural problems among children with enuresis

AIM

This study was conducted to describe sleep problems in a sample of children with enuresis and to investigate the association between sleep and behavioural problems.

METHODS

In this cross-sectional study, 100 children with enuresis were recruited from paediatric enuresis clinic. The children's sleep problems and behaviours were assessed by the Children's Sleep Habits Questionnaire and Child Behaviour checklist.

RESULTS

The most frequently reported sleep problems were in daytime sleepiness, bedtime resistance and sleep anxiety subscales. Children with T-scores ≥ 60 in internalising, externalising and total behavioural problems had higher scores on daytime sleepiness subscale and total score than children with T-scores < 60. Multivariate logistic regression analysis revealed that daytime sleepiness subscale was significantly related to behavioural disturbances.

CONCLUSIONS

Sleep problems are common among this sample of children with enuresis, and the presence of sleep disturbance such as daytime sleepiness could explain the association between enuresis and disturbed daytime behaviour.

Presleep activities and time of sleep onset in children

OBJECTIVE

Presleep activities have been implicated in the declining sleep duration of young people. A use-of-time approach may be used to describe the presleep period. The study aims were to describe the activities undertaken 90 minutes before sleep onset and to examine the association between activities and time of sleep onset in New Zealand young people.

METHODS

Participants (N = 2017; 5-18 years) self-reported their time use as part of a national survey. All activities reported in the 90 minutes before sleep were extracted. The top 20 activities were grouped into 3 behavioral sets: screen sedentary time, nonscreen sedentary time, and self-care. An adjusted regression model was used to estimate presleep time spent in each behavioral set for 4 distinct categories of sleep onset (very early, early, late, or very late), and the differences between sleep onset categories were tested.

RESULTS

In the entire sample, television watching was the most commonly reported activity, and screen sedentary time accounted for ∼30 minutes of the 90-minute presleep period. Participants with a later sleep onset had significantly greater engagement in screen time than those with an earlier sleep onset. Conversely, those with an earlier sleep onset spent significantly greater time in nonscreen sedentary activities and self-care.

CONCLUSIONS

Screen sedentary time dominated the presleep period in this sample and was associated with a later sleep onset. The development of interventions to reduce screen-based behaviors in the presleep period may promote earlier sleep onset and ultimately improved sleep duration in young people.

Never enough sleep: a brief history of sleep recommendations for children

BACKGROUND AND OBJECTIVE

There is a common belief that children are not getting enough sleep and that children's total sleep time has been declining. Over the century, many authors have proposed sleep recommendations. The aim of this study was to describe historical trends in recommended and actual sleep durations for children and adolescents, and to explore the rationale of sleep recommendations.

METHODS

A systematic literature review was conducted to identify recommendations for children's sleep requirements and data reporting children's actual total sleep time. For each recommendation identified, children's actual sleep time was determined by identifying studies reporting the sleep duration of children of the same age, gender, and country in the same years. Historical trends in age-adjusted recommended sleep times and trends in children's actual sleep time were calculated. A thematic analysis was conducted to determine the rationale and evidence-base for recommendations.

RESULTS

Thirty-two sets of recommendations were located dating from 1897 to 2009. On average, age-specific recommended sleep decreased at the rate of -0.71 minute per year. This rate of decline was almost identical to the decline in the actual sleep duration of children (-0.73 minute per year). Recommended sleep was consistently ∼37 minutes greater than actual sleep, although both declined over time.

CONCLUSIONS

A lack of empirical evidence for sleep recommendations was universally acknowledged. Inadequate sleep was seen as a consequence of "modern life," associated with technologies of the time. No matter how much sleep children are getting, it has always been assumed that they need more.

Sleep disorders in children with cancer

Approximately three-fourths of all pediatric cancer patients will be long-term survivors; however, there can be a steep cost for cancer survivorship. Cancer treatment involves exposure to chemotherapy, surgical intervention, and radiation, which can cause lasting long-term toxicities. Children with brain tumors have the highest prevalence of long-term morbidities. These effects can be attributed to direct neurologic damage to the developing brain caused by tumor, hydrocephalus, surgical removal of the tumor, and the effects of irradiation. The late effects experienced by childhood cancer survivors involve multiple domains, one of which is sleep disorders. Sleep dysfunction has an increased prevalence in the pediatric cancer survivor population. These issues are disruptive to patients and cause a decrease in quality of life. This review focuses on sleep disorders that occur in pediatric cancer survivors and discusses the possible causes, the assessments used to determine specific sleep disorders, and treatment modalities used to ameliorate this dysfunction with the hope of improving patient's quality of life.

Sleep and academic performance in Indigenous Australian children from a remote community: an exploratory study

AIM

Disruptions to sleep in childhood are associated with poor behaviour and deficits in academic performance and executive function. Although academic performance of indigenous children from remote communities in Australia is documented as well below that of non-indigenous children, the extent of sleep disruption and its contribution to academic performance among this population has not been assessed. This pilot study aimed to objectively assess the sleep of remote indigenous children and the association between sleep disruption and both academic performance and executive function.

METHOD

Twenty-one children from a remote Australian indigenous community aged 6-13 years wore actigraphy for two consecutive nights, reported subjective sleepiness, and were objectively assessed for academic performance (Wechsler Individual Achievement Test, 2nd Edition) and executive function (NEuroloPSYcological Assessment-II).

RESULTS

Results show marked reduction in sleep time, sleep fragmentation, academic performance and auditory attention compared with non-indigenous norms. Sleep duration was not associated with performance, possibly because of reduced sleep and performance observed across the entire group. Sleep fragmentation was associated with reduced reading and numerical skills (P < 0.05).

CONCLUSIONS

The sleep of indigenous children in remote communities is an important area of future inquiry, and our initial findings of poor sleep and an association between sleep disruption and academic performance may have important implications for intervention strategies aimed at 'closing the gap'. Further studies should assess a broader range of demographic, social and economic factors to better understand the associations reported here and guide future intervention.

Sleep of children living in institutional care facilities

PURPOSE

To describe sleep patterns and problems among institutionalized children.

METHODS

In this cross-sectional study, the caregivers of 118 children, aged 4-12 years from six institutional care facilities completed the Children's Sleep Habits Questionnaire (CSHQ).

RESULTS

The mean (±SD) of night bedtime was 21:05 ± 2:52, mean morning wake-up time was 06:58 ± 0:31, mean total sleep duration was 10 ± 1.1 h, and mean night-sleep duration was 9.5 ± 0.9 h. The percentage of children who took a daytime nap was 34.7% (n = 41) and the mean duration of nap was 0.5 ± 0.7 h. The most frequently reported sleep problems were bedtime resistance, daytime sleepiness and night awakening. Children with bedtime at or after 9 PM, night-sleep duration less than 10 h and daytime napping had more disturbed sleep.

CONCLUSIONS

Sleep problems are common among this sample of institutionalized children.

In search of lost sleep: secular trends in the sleep time of school-aged children and adolescents

BACKGROUND

Sleep deficits are associated with a wide range of detrimental physical and mental health outcomes. There is concern that children are not getting enough sleep, and that sleep duration has been declining. However, evidence is sparse.

METHODS

A systematic review of world literature was conducted to locate studies reporting the sleep duration of children aged 5-18 years. Monte Carlo simulation was used to generate pseudodata from summary data, which were combined with raw data and analysed by linear regression of sleep duration on year of measurement at the age × sex × day type × country level.

RESULTS

Data were available on 690,747 children from 20 countries, dating from 1905 to 2008. From these data, 641 regressions were derived. The sample-weighted median rate of change was -0.75 min nightly per year, indicating a decrease of more than 1 h per night over the study period. Rates of change were negative across age, sex and day type categories, but varied according to region, with Europe, the USA, Canada and Asia showing decreases and Australia, the UK and Scandinavia showing increases.

CONCLUSION

Over the last 103 years, there have been consistent rapid declines in the sleep duration of children and adolescents.

Normative data on the sleep habits of Australian children and adolescents

STUDY OBJECTIVE

To provide normative sleep data on 9-18 year old Australians.

DESIGN

Cohort study.

SETTING

Participants' homes.

PARTICIPANTS

4032 Australians aged 9-18 years.

INTERVENTIONS

N/A.

MEASUREMENTS AND RESULTS

Participants completed a 48h use of time recall, comprising sleep data for one complete night. Sleep duration, bedtime and wake time were compared across age groups, between genders, and between school and non-school days using ANOVA. Sleep duration declined with age (P < 0.0001) at the rate of 12 min/night per year of age on school days, and 4 min on non-school days. Girls slept slightly longer than boys (5 min/night; P = 0.03). Non-school day sleep was 16 min longer than school day sleep (P < 0.0001), with the difference increasing with age. Bedtimes got later with age (P < 0.0001), however there were no differences in bedtimes between boys and girls. Bedtimes occurred 34 min later on non-school days (P < 0.0001). Wake times were very similar across age groups on school days, but increased at the rate of 10 min/year of age on non-school days. Wake times were similar for boys and girls, and occurred on average 82 min later on non-school days (P < 0.0001). Overall, 17% of school days and 20% of non-school days failed to meet the American Centers for Disease Control and Prevention sleep duration guidelines.

CONCLUSIONS

Normative sleep data will provide a valuable yardstick for health and education professionals when dealing with sleep-related issues.

Narcolepsy and other hypersomnias in children

PURPOSE OF REVIEW

We provide an update on the pathogenesis, diagnosis, assessment (clinical and laboratory), and treatment options for children with narcolepsy and other hypersomnias of central origin in order to raise awareness of these diseases and to highlight the clinical findings that should make the pediatrician suspect the diagnosis.

RECENT FINDINGS

Narcolepsy is a chronic rapid eye movement sleep disorder. Accumulating evidence indicates that signs of narcolepsy may start during childhood. Recent data suggest that a deficiency in the hypothalamic orexin/hypocretin system underlies the pathogenesis of narcolepsy with cataplexy. Confirmatory tests such as polysomnography, multiple sleep latency test, and actigraphy, along with referral to a sleep physician, maybe necessary in appropriate cases. Laboratory tests such as human leukocyte antigen typing and cerebrospinal fluid hypocretin-1 analysis are useful as adjuncts. Modafinil is now considered the first-line treatment for excessive sleepiness in adult patients with narcolepsy. Sodium oxybate is currently approved by the Food and Drug Administration for the treatment of narcolepsy with cataplexy in patients aged more than 16 years.

SUMMARY

Awareness of the extent of hypersomnia in children will allow physicians to effectively screen every child; once identified, further assessment should be performed in order to diagnose and treat the underlying cause. Better understanding of pathogenesis, availability of newer therapies with different mechanism of effect, and appropriately designed randomized clinical trials should allow improved management of children with narcolepsy.

The clinical and laboratory assessment of the sleepy child

Excessive sleepiness is defined as sleepiness that occurs in a situation when an individual would usually be expected to be awake and alert. Hypersomnia is characterized by recurrent episodes of excessive daytime sleepiness (EDS) or prolonged nighttime sleep, which affects the everyday life of the patient. Clinical surveys have reported that EDS is a complaint observed in up to 68% of normal high school children, with a negative impact in academic achievement and extracurricular activity. Clues toward recognizing childhood daytime sleepiness may be sleeping longer hours than expected for age, daytime naps beyond normal for age, being sleepy when other children of the same age are active and alert, and sleeping more than previously. Causes of EDS are arbitrarily divided into 3 categories: insufficient nighttime sleep, fragmented nighttime sleep, and increased drive of sleep. A list of various causes of EDS in children has been discussed. A detailed history along with examination of the upper airway is crucial in evaluating patients with EDS. Appropriate screening tools such as sleep logs, sleepiness scales, and sleep questionnaires further help in identifying and quantifying the degree of sleepiness. Confirmatory tests such as polysomnography, multiple sleep latency test, and actigraphy along with referral to a sleep physician may be necessary in appropriate cases. Details of other ancillary testing such use of cerebrospinal fluid orexin levels, HLA subtyping, and so on have also been provided.