Concurrent and Longitudinal Relations Between Children’s Sleep and Cognitive Functioning: The Moderating Role of Parent Education


  • Peggy S. Keller is now at University of Kentucky, Lexington.

  • This research was supported by National Science Foundation Grants 0339115 and 0623936, and an Alabama Agricultural Experiment Station/Lindsey Foundation Grant ALA080-001. We acknowledge contributions made by staff of our Research Laboratory for data collection. We also thank school personnel, and children and parents who participated.

concerning this, should be addressed to Joseph A. Buckhalt, Department of Special Education, Rehabilitation, Counseling/School Psychology, 2084 Haley Center, Auburn University, Auburn, AL 36849. Electronic mail may be sent to


Relations between children’s sleep and cognitive functioning were examined over 2 years, and race and socioeconomic status were assessed as moderators of effects. Third-grade African American and European American children (= 166; = 8.72 years) participated at Time 1 and again 2 years later (= 132). At both Time 1 and Time 2, sleep was examined via self-report and actigraphy. Children were administered selected tests from the Woodcock–Johnson III Tests of Cognitive Abilities, and Stanford Achievement Test scores were obtained from schools. Children’s sleep was related to intellectual ability and academic achievement. Results build substantially on an emerging literature supportive of the importance of sleep in children.