Early childhood profiles of sleep problems and self-regulation predict later school adjustment

Williams, Kate Elizabeth, Nicholson, Jan M., Walker, Sue, & Berthelsen, Donna C. (2016) Early childhood profiles of sleep problems and self-regulation predict later school adjustment. British Journal of Educational Psychology, 86(2), pp. 331-350.

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Children’s sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators.


This study explores the normative developmental pathway for sleep problems and self-regulation across early childhood, and investigates whether departure from the normative pathway is associated with later social-emotional adjustment to school.


This study involved 2880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) – Infant Cohort from Wave 1 (0-1 years) to Wave 4 (6-7 years).


Mothers reported on children’s sleep problems, emotional, and attentional self-regulation at three time points from birth to 5 years. Teachers reported on children’s social-emotional adjustment to school at 6-7 years. Latent profile analysis was used to establish person-centred longitudinal profiles.


Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced from birth to 5. The remaining 31% of children were members of two non-normative self-regulation profiles, both characterised by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom self-regulation and prosocial skills.


Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.

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ID Code: 92613
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: self-regulation, school adjustment, sleep, early childhood
DOI: 10.1111/bjep.12109
ISSN: 2044-8279
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Developmental Psychology and Ageing (170102)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)
Australian and New Zealand Standard Research Classification
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2016 The British Psychological Society
Deposited On: 03 Feb 2016 23:28
Last Modified: 10 Jun 2016 03:26

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