Changes in sleep habits and knowledge after an educational sleep program in 12th grade students

Abstract

The objective of this research was to evaluate the effect of an education program using the meaningful learning approach on sleep knowledge and habits of 12th grade students. Thirty‐four student volunteers (aged 16.8 ± 0.6 years) were divided into intervention (Sleep Education Program – SEP) and control groups. Sleep knowledge and habits were assessed by the “health and sleep” questionnaire. Also, the students filled out a sleep diary and the Karolinska Sleepiness Scale by one week (Stage 1). These procedures were repeated 3 weeks after the SEP (Stage 2) that was evaluated by a questionnaire. The SEP consisted of five 50‐minute classes to discuss the physiological and behavioral processes of sleep and healthy lifestyle. At Stage 2, the intervention group increased the percentage of correct responses in 63% of the questions. On weekdays, they increased time in bed by 26 min, woke up 11 min later and showed a tendency to go to bed 18 min earlier (P = 0.07). On weekends, they advanced bedtime and wake‐up times. These changes were associated with decreased irregularity at bedtimes and wake up times. These results were not observed in the control group, except the advance on wake up time on weekends. The frequency and duration of naps and daytime sleepiness levels did not differ between the stages for both groups. The SEP increased knowledge and contributed to positive changes in the adolescents' sleep‐wake cycle (SWC). However, daytime sleepiness levels remained unchanged probably due to an insufficient reduction on sleep deprivation to decrease its negative consequences.

Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts

“…Although all studies reported delivering at least basic knowledge about sleep physiology and/or sleep hygiene, the scope and aims of the programs fell into one of two groups; those who sought solely to disseminate information and improve sleep knowledge, 21,[23][24][25] and those who sought to actively change sleep behavior. [17][18][19][20]22,[26][27][28] Seven themes that were identified from the studies are listed below in no particular order:…”

“…Three teams from Australia [17][18][19] and one from Brazil 28 recognized that their sleep education programs would be improved by factoring in theoretical guidelines, even suggesting in one study 28 that the lack of change was due to a poor theoretical basis. Social cognitive behavior theory, 17 motivational interviewing, 18 mindfulness based cognitive therapy, 19 and meaningful learning approaches 28 were the theories reported. The motivation to change was often related to the degree of dysfunctional sleep patterns at baseline and was less successful in changing behavior when the sleep patterns were better at baseline.…”

“…There are currently only 12 [17][18][19][20][21][22][23][24][25][26][27][28] worldwide published studies of sleep education programs focussed on adolescents (with one in press 30 ) that describe their education programs in suffi cient detail for scrutiny. Many factors may contribute to a successful sleep education program, so it is important to understand what these may be in order to optimize efficacy in future sleep education programs.…”

“…Although some sleep education studies have specifi cally targeted problematic sleepers, [16][17][18][19] most have delivered broad based general sleep education programs using a preventative model. [20][21][22][23][24][25][26][27][28] School based health education programs such as those targeting physical activity and/or diet are common and effi cacious. 29 However, sleep education is in its infancy.…”

Evidence for a School-Based Sleep Health Education Program?

“…Since the review, some other school-based sleep education programs have emerged, but they are challenged by the same methodological concerns. [6][7][8] Common ingredients in many of these programs include coverage of topics such as typical sleep patterns, information about the function of sleep, and sleep hygiene, but some of have also covered social and cognitive aspects of sleep-health behaviors as well as increasing motivation to change. Additionally, there is wide variability in delivery format, duration of program, and outcomes.…”