Chronotypes, Disruptive Behaviour, and Schedules in Classrooms: ‘Morningness’ and Psychomotor Agitation

This empirical cross-sectional study explored the effect of chronotypes on classroom behaviour. One hundred and forty young Portuguese children, from 1st to 4th grades, were examined regarding their chronotype disruptive behaviours occurring in classroom. Three groups (i.e., morning, intermediate evening) identified. The Chronotype Questionnaire for Children evaluated Conners Scale - reduced version teachers (self-report) identified frequency following classroom: psychomotor agitation, inattention, opposition. Multivariate analysis variance regression parameters showed that morning children are more agitated impulsive compared evening peers. Concerning academic achievement, students did not differ subjects Mathematics both semesters when considering controlling covariates such as age gender. Parental qualifications appeared an influential covariate evidence addresses contributions school policies family supervision children: have earlier chronotypes; impact specific classroom; parents’ education influences sleep habits school; parents schools need support correctly identify children’ chronotypes, understand how affect classroom, recognise studies should be replicated attending contextual factors health outbreaks war conflict. With reliable data, this highlights concerns novelties psychology.