Sleep Disorders as a Hidden Social Challenge: A Qualitative Study of Special Education Teachers’ Insights on Students with Intellectual Disabilities

Abstract

Sleep plays a pivotal role in learning, behaviour, and social participation; however, its impact within special education classrooms in Saudi Arabia remains insufficiently explored. This qualitative study investigated the perspectives of ten special education teachers in Riyadh regarding the effects of sleep disturbances on students with intellectual disabilities. Semi-structured interviews were conducted and analysed using reflective thematic analysis. Findings indicated that sleep disturbances were perceived as significantly constraining students’ academic engagement, particularly in mathematics and Arabic, through reduced attention, working memory difficulties, and inconsistent task completion. Teachers also described heightened irritability, emotional dysregulation, aggression, and withdrawal, alongside diminished peer interaction and social participation. Beyond student-level effects, participants identified systemic challenges, including limited professional training, insufficient institutional guidance, and inconsistent family sleep routines. Overall, sleep disturbances were positioned not merely as health-related concerns but as structurally embedded educational barriers within inclusive classroom contexts. The findings highlight an implementation gap in Riyadh schools and suggest that strengthening teacher preparation, enhancing school–family collaboration, and integrating sleep-related considerations into educational planning may improve both learning outcomes and overall well-being for students with intellectual disabilities.