Exploring the Relationship of Sleep with Behavioral and Emotional Outcomes in Elementary School Children

This study investigates the relationships between sleep duration, sleep efficiency and behavior, and emotional outcomes in grade school children. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework for social and emotional learning (SEL), the research categorizes the constructs into personal, behavioral, and environmental focuses (CASEL, 2024). Previous research presents mixed findings on sleep's influence on behavioral and emotional functioning, while consistent sleep deprivation has been linked to behavioral issues. A sample of 74 students aged 8-12 from a large urban public school district in Phoenix, Arizona participated in this study, wearing accelerometers to measure sleep duration and efficiency. SEL constructs were measured using Likert-scale surveys. Results showed that none of the participants met the CDC's recommended sleep duration guidelines, while some met the National Sleep Foundation’s guideline for sleep efficiency. In both measurements, there was minimal variance across SEL constructs. Findings suggest inadequate sleep has no significant relationship with behavioral and emotional outcomes in school-aged children. The results suggest that while sleep is important, adequate sleep may not have a strong relationship with the specific behavioral and emotional outcomes examined in this study. Limitations and additional variables may also be contributing to the results.