Classroom quality moderates the association between sleep problems and self-regulation in the preschool classroom

Authors

• Caroline Hoyniak, Washington University School of Medicine
• Kathleen Rudasill, Virginia Commonwealth University
• Reagan Breitenstein, Appalachian State University
• Martinique Sealy, American University
• Maureen McQuillan, Indiana University School of Medicine
• Angela Staples, Eastern Michigan University
• John Bates, Indiana University

Document Type

Article

Publication Date

2026

Department/School

Psychology

Publication Title

Early Education and Development

Abstract

Research Findings: Although sleep has been consistently linked with self-regulation during early childhood, few studies have examined possible risk or resilience factors that moderate this association. Classroom quality could be such a factor. The current study examined whether preschool classroom quality moderated the association between sleep in early childhood and child self-regulation in the preschool classroom. Participants included 119 children (59 female; 89% White) assessed across toddlerhood (30, 36, and 42 months) and preschool (54 months). Habitual sleep disturbances were assessed using actigraphy and parent reports. Preschool classroom quality and child self-regulatory abilities in the classroom were assessed by trained observers. Findings indicated that higher quality classroom interactions were protective for the self-regulation of children with sleep problems, i.e., those with shorter sleep durations and more parent-reported disturbances, but not for children with more variable sleep schedules. Conversely, lower than average quality classrooms exacerbated the effects of sleep problems on children’s self-regulation. Practice or Policy: Findings suggest that poor classroom quality may exacerbate negative associations between sleep disturbances and child self-regulation in the classroom. Preschool classroom environments that are supportive, well-structured, and positive may counteract the difficulties that arise when children experience sleep disturbances.

Comments

A. Staples is a faculty member in EMU's Department of Psychology.

Link to Published Version

DOI: 10.1080/10409289.2025.2506184

Recommended Citation

Hoyniak, C., Rudasill, K., Breitenstein, R., Sealy, M., McQuillan, M., Staples, A., & Bates, J. (2026). Classroom quality moderates the association between sleep problems and self-regulation in the preschool classroom. Early Education and Development, 37(1), 1–20. https://doi.org/10.1080/10409289.2025.2506184