Table 2. Sleep problems and school performance.

Logistic regression models analyzing the relationship between sleep problems and poor school performance at T2 in children transitory, concurrent or persistent DIMS (Difficulties initiating and maintaining sleep; N = 3543).

	Transitory (only at T1)		Concurrent (only at T2)		Persistent (both at T1 and T2)
	OR(95% CI)	p	(95% CI)	p	(95% CI)	P
Model A: DIMS	0.69(0.35–1.36)	.28	2.12(1.51–2.98)	< .001	3.15(2.07–4.78)	< .001
Model B: Model A+Gender	0.69(0.35–1.37)	.28	2.11(1.50–2.97)	< .001	3.09(2.03–4.70)	< .001
Model C: Model B+Pubertal status	0.69(0.35–1.38)	.29	2.05(1.45–2.89)	< .001	3.04(1.99–4.63)	< .001
Model D: Model C+SES (Perceived family economy)	0.64(0.32–1.28)	.21	1.97(1.40–2.70)	< .001	2.78(1.81–4.25)	< .001
Model E: Model D+ SDQ Internalizing problems	0.51(0.25–1.04)	.06	1.37(0.95–1.98)	.09	2.05(1.32–3.20)	< .01
Model F: Model D+ SDQ Externalizing problems	0.55(0.27–1.12)	.10	1.36(0.95–1.96)	.10	2.07(1.32–3.25)	< .01
Model F: Fully adjusted model (Model A+B+C+D	0.50(0.25–1.02)	.06	1.19(0.82–1.73)	.35	1.87(1.19–2.95)	< .05

Note SDQ = Strengths and Difficulties Questionnaire