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Sleep health, operationalized as a multidimensional construct consisting of sleep regularity, satisfaction, alertness, timing, efficiency, and duration, is an emerging concept in the field of sleep medicine which warrants further investigation. The purpose of the present study was to: (1) compare sleep health across the lifespan, (2) determine lifestyle factors associated with sleep health, and (3) examine whether lifestyle factors associated with sleep health varied between and within age groups. Participants consisted of 3284 individuals (Mean age = 42.70; 45% male) who participated in a cross-sectional online survey of sleep and health. Sleep health was measured using the RU-SATED scale, while demographic and lifestyle factors (e.g., daily social media use, sedentary activity, fast food consumption, etc.) were all self-reported. Sleep health was the highest among older adults (M = 8.09) followed by middle-aged (M = 7.65) and younger adults (M = 7.16). Across age groups, fast-food consumption, daily regularity, and daily TV, social media, or internet use were all negatively correlated with sleep health (ps < 0.05). Few differences in the association between lifestyle factors and sleep health across age groups were found. Overall, these findings may help to inform sleep health promotion efforts by targeting the most pertinent lifestyle factors for promoting sleep health.

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Introduction Healthy sleep is vital for firefighter safety, health, wellness, and for public well-being. However, professional firefighters experience disturbed sleep at disproportionately high rates. The current study investigated whether firefighters can obtain healthy sleep by identifying (1) differences in sleep while “on-duty” and “off-duty” and (2) risk factors for poor sleep. Methods Professional firefighters in Richmond, Virginia’s Department of Fire and Emergency Services (N=268), reported their sleep using the Pittsburgh Sleep Quality Index (PSQI) both on- and off-duty. Good and poor sleepers were identified using the PSQI global score cutoff of 5. Demographic and STOP-BANG questionnaires were also completed. Results Using a repeated measures MANOVA, on-duty sleep was significantly worse compared to off-duty sleep across PSQI component and global scores F(7, 253)=45.24 p&lt;.001, η²=.56. On-duty, 76.1% of firefighters were classified as poor sleepers compared to 42.9% off-duty. 34.7% were reclassified as good sleepers or stayed good sleepers (22.4%) when off-duty. A sizeable minority experienced consistently poor sleep while on- and off-duty (41.4%), and a small number reported worse sleep when off-duty (1.5%). More night calls and poorer self-rated mental health predicted worse on-duty sleep (p&lt;.001) and poorer self-rated mental health predicted worse off-duty sleep (p&lt;.001). Conclusion Healthy sleep is possible for professional firefighters. Almost a quarter of the sample was classified as “good sleepers” on-duty and over half were classified as “good sleepers” off-duty. Nonetheless, sleep on-duty was significantly worse overall, with over a third of the sample experiencing consistently poor sleep. When working a 24-hour variable shift schedule, it appears that poor sleep may “carryover” from on-duty to off-duty. Poorer self-rated mental health and more night calls were identified as risk factors. Further research is needed to probe risk and protective factors within this population. Support N/A

Background The COVID-19 pandemic caused an unprecedented mid-semester transition to virtual learning. Instructors and students had to adapt to new ways of delivering and receiving course material. Objective The present investigation examined whether course format and sense of belongingness were associated with learning satisfaction during the COVID-19 pandemic, as well as racial/ethnic or gender identity differences in academic experiences during this time. The current study also explored student perceptions of instructor support, changes in workload, and changes in learning. Method Undergraduate students ( N = 157) responded to quantitative and qualitative items regarding their academic experiences during the first semester of the pandemic in an online survey. Results Blended courses were associated with poorer outcomes than solely synchronous and asynchronous courses. There were no racial differences in academic experiences; however, women had more positive academic experiences than men. Greater academic and campus belongingness predicted better academic experiences. Students perceived clear, frequent instructor communication as vital to their success. Conclusion Students’ experiences with virtual learning varied depending on instructor and student factors. Teaching Implications Instructors can improve their students’ experiences with virtual learning by providing frequent, clear communication, resources on effective study and time management skills, and a sense of community.