Scientific Reports (Nov 2023)

Association of early bedtime at 3 years of age with higher academic performance and better non-cognitive skills in elementary school

  • Masahiro Nishiyama,
  • Yuki Kyono,
  • Hiroshi Yamaguchi,
  • Aoi Kawamura,
  • Shizuka Oikawa,
  • Shoichi Tokumoto,
  • Kazumi Tomioka,
  • Kandai Nozu,
  • Hiroaki Nagase

DOI
https://doi.org/10.1038/s41598-023-48280-5
Journal volume & issue
Vol. 13, no. 1
pp. 1 – 10

Abstract

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Abstract This study investigated the relationship between sleep habits in early childhood and academic performance and non-cognitive skills in the first grade. We retrospectively analyzed a longitudinal population-based cohort from birth through early childhood, up to elementary school, in Amagasaki City, Japan. The primary outcome was academic performance in the first grade. Other outcomes were self-reported non-cognitive skills. Overall, 4395 children were enrolled. Mean national language scores for children with bedtimes at 18:00–20:00, 21:00, 22:00, and ≥ 23:00 were 71.2 ± 19.7, 69.3 ± 19.4, 68.3 ± 20.1, and 62.5 ± 21.3, respectively. Multiple regression analysis identified bedtime at 3 years as a significant factor associated with academic performance. However, sleep duration was not significantly associated with academic performance. Bedtime at 3 years also affected non-cognitive skills in the first grade. Diligence decreased with a later bedtime (21:00 vs. 18:00–20:00; odds ratio [OR]: 1.98, 95% confidence interval [CI] 1.27–3.09; 22:00 vs. 18:00–20:00; OR: 2.15, 95% CI 1.37–3.38; ≥ 23:00 vs. 18:00–20:00; OR: 2.33, 95% CI 1.29–4.20). Thus, early bedtime at 3 years may be associated with a higher academic performance and better non-cognitive skills in the first grade. Optimum early-childhood sleep habits may positively impact academic future.