ABSTRACT Objective To assess early adolescents' academic achievement in relation to sleep and how this association may vary across sociodemographic and environmental characteristics. Method Data on sixth to eighth graders ( n = 262) were from the 2009 New York City Child Community Health Survey. Multinomial logistic regression was used to assess associations between sleep duration and academic performance. Effect modification by sociodemographic and environmental variables was tested. Results While there was no direct association between children's sleep duration and academic achievement, the association between sleep duration and high academic achievement significantly varied by household crowding. Conclusion This study provides further support for the 9–11 h of sleep recommendations for children ages 6–13 by the National Sleep Foundation (NSF) and points to sufficient sleep as being especially influential for academic achievement in less crowded households.
Cheon et al. (Fri,) studied this question.