Abstract
HIGHLIGHTS: Public health relevance—How does this work relate to a public health issue? Native American college students remain underrepresented in higher education and face stressors affecting well-being. Physical activity and sleep are modifiable health behaviors linked to psychological functioning and academic outcomes in young adult populations. Public health significance—Why is this work of significance to public health? This study provides population-level evidence on the associations between physical activity, sleep duration, psychological well-being, and academic performance among Native American college students. Findings identified sleep and meaningful physical activity as actionable targets to support Indigenous student wellbeing. Public health implications—What are the key implications or messages for practitioners, policy makers and/or researchers in public health? Institutions serving Indigenous students should integrate culturally responsive wellness initiatives that promote restorative sleep and meaningful movement. Future longitudinal and community-engaged research is needed to explore pathways linking health behaviors and academic success in Indigenous higher education settings. ABSTRACT: Background: College students’ well-being is a critical determinant of academic success, and for Native American students, cultural strengths, resilience, and community support are key in fostering persistence in higher education. Alongside these assets, health behaviors are key contributors to psychological well-being (PWB) and academic performance. This study examined how modifiable health behaviors, such as physical activity (PA) and sleep duration, relate to PWB and academic performance among Native American college students. Methods: A secondary data analysis was conducted using a nationally representative sample of Native Americans (N = 1914) from the Spring 2023 American College Health Association-National College Health Assessment (ACHA-NCHA) survey. Independent variables include meeting PA guidelines (≥150 min moderate or ≥75 min vigorous/week) and sleep duration (categorized as poor or good). The Diener Flourishing Scale measured PWB. Academic performance was measured based on self-reported cumulative grade averages. Findings: Biological sex and PA were significantly associated, χ(2) = 40.60, p < 0.001, with a higher proportion of males meeting PA guidelines. Students with good sleep reported higher PWB than others, F(1, 1817) = 62.08, p < 0.001. Similarly, students who met PA guidelines reported higher PWB, F(1, 1817) = 35.71, p < 0.001. Poor sleep was associated with lower odds of higher academic performance (B = −0.33, p < 0.001). Contrarily, PA was not significant (p = 0.350). PWB was positively associated with academic performance (B = 0.031, p < 0.001). Conclusions: Sleep and PWB are key factors associated with both PWB and academic performance, while PA is associated with PWB. These findings highlight the importance of relevant interventions that promote these factors to support overall well-being, academic success, and retention among Native American college students.