Sleep habits in infants: the role of maternal education

Abstract Objective Sleep disturbances are frequent in infants. Early development of sleep routines has a positive effect on sleep quality. The objective of this study was to assess the impact of maternal education on the development of infants’ sleep habits (SHs). Methods This was an experimental, longitudinal study. Postnatal mothers were allocated into two groups: to receive (intervention group, IG), or not receive (control group, CG) information on sleep hygiene. Individual 15-min sessions were provided and a leaflet was handed to the IG. A questionnaire on infants’ SHs was applied by telephone/e-mail at 1, 2, 4, and 6 months of age. Results At least three questionnaires were answered by 314 mothers. Results were adjusted for maternal age, education, and race. In the IG, infants acquired more independent sleep habits, an effect still present at six months; slept more frequently in their own beds; adjusted odds ratio (OR adj ) 3.8, 95% confidence interval (CI) (1.1–13.5); fell asleep more frequently alone (OR adj , 4.29; 95% CI, 2.4–7.6); fell asleep more frequently in their own beds (OR adj , 6.1; 95% CI, 3.5–10.6) and needed less breast/bottle feeding to fall asleep (OR adj , 2.68; 95% CI, 1.5–4.6). The autonomy was greater in IG infants after night awakenings; also until six months they went back to sleep more frequently alone (OR adj , 3.88; 95% CI, 2–7.5) and needed less breast/bottle feeding (OR adj , 2.35; 95% CI, 1.3–4.3). No differences were found regarding the need for light, television or other routines to fall asleep or after night awakenings. Conclusion Maternal education is positively associated with the adoption of autonomous SHs in infants. Early maternal education is an adequate prevention strategy to be considered in neonatal care.