Sleep beliefs and chronotype among adolescents: the effect of a sleep education program

Abstract

Knowledge of the sleep beliefs among adolescents is relevant in order to promote primary prevention of unhealthy lifestyles related to sleep hygiene. In study 1, sleep beliefs among 11-16-years-old adolescents were explored according to gender, age, and chronotype. Adolescents completed the Sleep Beliefs Scale (SBS; Adan A, Fabbri M, Natale V, Pratt G. 2006. SBS and circadian typology. J Sleep Res. 15:125-132) and the Morningness-Eveningness Scale for Children (MESC; Carskadon MA, Vieira C, Acebo C. 1993. Association between puberty and delayed phase preference. Sleep. 16:258-262) during normal school schedule. Results indicated incorrect sleep beliefs among boys and evening-types. In study 2, the effect of a sleep education program on sleep beliefs was analyzed. Results showed an increase of mean scores and percentage of correct responses of SBS after a sleep education program, especially among evening-type adolescents.

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

“…Factors identified in each study that contributed to the success (or otherwise) of their sleep education program were extracted. 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:…”

“…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.…”

“…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.…”

“…Most studies utilized written documentation in classrooms in combination with didactic teaching modules. [17][18][19][20][22][23][24][25][26][27][28]30 Although all studies showed improvements in sleep knowledge through these methods, many studies reported that students preferred more interactive activities rather than traditional didactic methods. 17,23,26 Indeed, Bakotić et al 21 suggest utilizing graphic designs and interactive sleep activities is more likely to promote interest in the content.…”

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.…”