Sensory Processing Patterns and Sleep Quality in Primary School Children

Objectives Sensory processing and sleep quality affect children’s academic performance and their quality of life. This study aimed to investigate the relationship between sensory processing patterns and sleep quality in primary school children. Materials & Methods In this cross-sectional study, 231 primary school students aged 7 to 12 years old (133 girls and 98 boys, the mean age of 8.68±1.51) who were studying in schools in Tehran were randomly selected through cluster sampling. The researchers distributed a questionnaire on children’s sleep habits to assess the quality of sleep and a sensory profile questionnaire to assess the sensory processing patterns (avoidance, sensitivity, seeking, and registration) among the students. Results In this study, we found a meaningful moderate relationship between sensory processing patterns and overall scores of sleep habits (p <0.001). Moreover, each of the sensory processing patterns had a negative relationship with areas of sleep habits (p = 0.005). There was also a significant difference between children who had more challenges with sleep maintenance and children with normal sleep patterns in sensory processing; mean differences were significant in all the four sensory quadrants (registration, seeking, sensitivity, and avoiding) (p <0.001). Conclusion The sensory processing patterns are moderately correlated with sleep habits in primary school children. Occupational therapists and other specialists working in the field of children’s sleep should consider the relationship between sensory challenges and sleep habits while making decisions about sensory challenges and sleep problems. Better sleep may occur with attention to sensory needs in sleep routines. Better sleep may lead to improved quality of life in families and enhanced student performance at school.