Daytime sleepiness, anthropometric failure and academic performance amomg school-aged children in rural and urban areas of oyo state, Nigeria
1
Institute of Child Health, University of Ibadan, Ibadan, Nigeria
Popul. Med. 2026;8(Supplement Supplement 1):A2110
ABSTRACT
BACKGROUND:
Malnutrition and poor sleep can undermine learning, but evidence on their combined effects on school performance is limited. We examined rural–urban differences in the links between daytime sleepiness, anthropometric failures and academic performance among children in Oyo State, Nigeria.
METHODS:
In a cross-sectional study, 499 pupils in grades 4–6 were selected by multistage sampling from Kajola (rural; n=251) and Ibadan North (urban; n=248). Height and weight were measured; stunting, underweight and wasting were defined as z-scores < −2. Daytime sleepiness was assessed using the Pediatric Daytime Sleepiness Scale. Academic performance was the end-of-term mean score from school records. Data were analysed with χ² tests and multiple linear regression.
RESULTS:
Mean age was similar (rural 11.4±1.2 vs urban 11.1±1.3 years). Urban children were taller and heavier, while stunting was higher in rural than urban pupils (30.9% vs 19.8%); underweight was similar (20.3% vs 21.4%). Daily daytime sleepiness was more common in urban than rural children (55.0% vs 45.0%). Mean academic performance did not differ (59.7±11.6% vs 59.4±9.1%), yet higher sleepiness predicted lower scores in both settings (β=−1.75 rural; β=−2.15 urban). In rural children, better performance was associated with maternal education beyond primary school and higher-paying maternal occupation; in urban children, paternal education beyond primary school, a supportive school environment and extracurricular participation were positive predictors.
CONCLUSIONS:
Daytime sleepiness is a consistent correlate of poorer performance, while key social and school supports differ by setting; interventions should promote sleep health and strengthen context-specific family and school resources.
Malnutrition and poor sleep can undermine learning, but evidence on their combined effects on school performance is limited. We examined rural–urban differences in the links between daytime sleepiness, anthropometric failures and academic performance among children in Oyo State, Nigeria.
METHODS:
In a cross-sectional study, 499 pupils in grades 4–6 were selected by multistage sampling from Kajola (rural; n=251) and Ibadan North (urban; n=248). Height and weight were measured; stunting, underweight and wasting were defined as z-scores < −2. Daytime sleepiness was assessed using the Pediatric Daytime Sleepiness Scale. Academic performance was the end-of-term mean score from school records. Data were analysed with χ² tests and multiple linear regression.
RESULTS:
Mean age was similar (rural 11.4±1.2 vs urban 11.1±1.3 years). Urban children were taller and heavier, while stunting was higher in rural than urban pupils (30.9% vs 19.8%); underweight was similar (20.3% vs 21.4%). Daily daytime sleepiness was more common in urban than rural children (55.0% vs 45.0%). Mean academic performance did not differ (59.7±11.6% vs 59.4±9.1%), yet higher sleepiness predicted lower scores in both settings (β=−1.75 rural; β=−2.15 urban). In rural children, better performance was associated with maternal education beyond primary school and higher-paying maternal occupation; in urban children, paternal education beyond primary school, a supportive school environment and extracurricular participation were positive predictors.
CONCLUSIONS:
Daytime sleepiness is a consistent correlate of poorer performance, while key social and school supports differ by setting; interventions should promote sleep health and strengthen context-specific family and school resources.
| eISSN: | 2654-1459 |
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