Boarding versus day‐students: A mixed‐methods analysis of sleep and its relationship with psychological distress

Abstract

BackgroundBoarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well‐being.AimsTo explore how boarders' sleep differs from that of their day‐student peers, and how this relates to psychological well‐being.Sample and Methods309 students (59 boarding students and 250 day‐students, at one Adelaide school) completed the School Sleep Habits Survey, Depression‐Anxiety‐Stress‐Scale‐21 (DASS‐21), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups.ResultsBoarding students, compared to day‐students reported 40 minutes more sleep per weeknight (p < .001), with earlier sleep onset (p = .026), and later wake‐up (p = .008) times. No significant differences were observed between boarding' and day‐students' DASS‐21 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well‐being in both boarding and day‐students. Additionally, in boarding students, low homesickness‐loneliness and homesickness‐ruminations further predicted psychological well‐being. Thematic analysis of boarding students' focus group responses revealed that night‐time routine, and restricting technology use at night facilitated sleep.ConclusionsThis study supports – in both boarding and day‐students – the importance of sleep for adolescent well‐being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night‐time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well‐being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students.

Association of lifestyle and flourishing during the COVID-19 pandemic in Japan

“…In a study of children aged 17 years or younger, Tsao et al (2021) found that children who had insufficient sleep tended to have a lower flourishing index than children who had sufficient sleep, specifically, a lower level of curiosity and restlessness. Reardon et al (2023) reported that the flourishing score tends to be higher in adolescent students who sleep longer. In addition, Armand ( Armand et al, 2021 ) in a report on college students and Richter (2015) in a report on adults also report that sleep duration is positively correlated with psychological well-being.…”