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Addressing Sleep Disparities in American Children: Implications for Practitioners

Addressing Sleep Disparities in American Children: Implications for Practitioners

Introduction

As a Special Education Director, ensuring the holistic well-being of our students is paramount. Recent research titled Disparities in sleep duration among American children: effects of race and ethnicity, income, age, and sex sheds light on significant disparities in sleep duration among American children. This blog post aims to provide practitioners with insights from this research and encourage further exploration into improving sleep hygiene among students.

Key Findings

The study analyzed data from 4,207 children aged 9 to 13, using actigraphy to objectively measure sleep duration. The findings revealed:

Implications for Practitioners

Understanding these disparities is crucial for practitioners aiming to support the diverse needs of students. Here are some strategies to consider:

Encouraging Further Research

While this study provides significant insights, further research is needed to explore the multifaceted reasons behind these disparities. Practitioners are encouraged to collaborate with researchers to develop targeted interventions that address the unique challenges faced by different demographic groups.

Conclusion

Addressing sleep disparities is not just about improving sleep; it's about enhancing overall health and academic performance. By implementing the findings from this research and encouraging further investigation, practitioners can play a pivotal role in closing the gap in health disparities among children.

To read the original research paper, please follow this link: Disparities in sleep duration among American children: effects of race and ethnicity, income, age, and sex.


Citation: Giddens, N. T., Juneau, P., Manza, P., Wiers, C. E., & Volkow, N. D. (2022). Disparities in sleep duration among American children: effects of race and ethnicity, income, age, and sex. Proceedings of the National Academy of Sciences of the United States of America, 119(30), e2120009119. https://doi.org/10.1073/pnas.2120009119
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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