The effect of a sleep hygiene education program on the sleep?wake cycle of Brazilian adolescent students

Sousa, Ivanise Cortez de; Araújo, John Fontenele; Azevedo, Carolina Virginia Macêdo de

doi:10.1111/j.1479-8425.2007.00318.x

Cited by 113 publications

(116 citation statements)

References 39 publications

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“…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:…”

Section: Resultsmentioning

confidence: 99%

“…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.…”

Section: Modes Of Deliverymentioning

confidence: 99%

“…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.…”

Section: Lessons Learned From Sleep Education In Schools: a Review Ofmentioning

confidence: 99%

“…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.…”

Section: Lessons Learned From Sleep Education In Schools: a Review Ofmentioning

confidence: 99%

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

Blunden

Rigney

2015

Journal of Clinical Sleep Medicine

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Study Objectives: Sleep duration and quality are associated with negative neuropsychological and psychosocial outcomes in children and adolescents. However, community awareness of this is low and sleep education programs in schools are attempting to address this issue. Several studies now exist assessing the effi cacy of these sleep education programs for improving sleep knowledge, sleep hygiene and sleep patterns. This paper presents these sleep education programs, most particularly, it presents the strengths and weaknesses of the current available studies in the hope that this can identify areas where future sleep education programs can improve. Methods: A systematic search of all school-based sleep education studies in adolescents was undertaken. Studies were scrutinized for author, teacher and participant comment regarding strengths and limitations of each study, which were then extracted and summarized. Results: Two specifi c types of sleep education programs emerged from the review, those that sought to change sleep behavior and those that sought simply to disseminate information. Issues that dictated the strength or weakness of a particular study including who delivers the program, the theoretical basis, the tools utilized to measure sleep patterns, the content, and their capacity to engage students were assessed. Sleep education was considered important by teachers, students and parents alike. Conclusions: Future sleep education programs need to take into account lessons learned from previous sleep education efforts in order to maximize the potential for sleep education programs to improve the sleep health of our young people. Commentary: A commentary on this article appears in this issue on page 595.

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Section: Resultsmentioning

confidence: 99%

Section: Modes Of Deliverymentioning

confidence: 99%

Section: Lessons Learned From Sleep Education In Schools: a Review Ofmentioning

confidence: 99%

Section: Lessons Learned From Sleep Education In Schools: a Review Ofmentioning

confidence: 99%

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

Blunden

Rigney

2015

Journal of Clinical Sleep Medicine

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“…Although the relation between sleep knowledge and sleep practices is mixed, sleep education remains an essential step in promoting healthy sleep. Indeed, general education interventions targeted at children [118] and parents [119] have yielded promising results.…”

Section: Community/public Health Education and Prevention Of Insomniamentioning

confidence: 99%

Epidemiology of Insomnia

Morin

Jarrin

2013

Sleep Medicine Clinics

196

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This paper summarizes recent epidemiological evidence on insomnia, including its prevalence, incidence, and risk factors, as well as its course and consequences. There is now substantial evidence that insomnia is a significant public health problem. It is a highly prevalent condition, both as a symptom and a syndrome, and is often a persistent condition over time. Its persistence is associated with increased risk for mental (major depression), physical (hypertension), and occupational health problems (disability). Chronic insomnia also carries heavy economic burden, both in terms of direct healthcare costs and, more importantly, in terms of human resources loss due to the illness and lack of treatment. These findings have direct implications for community-based prevention and intervention programs and for future research including the need for: a) longitudinal, population-based studies aimed at evaluating whether we can prevent insomnia among at-risk individuals; b) clinical studies evaluating whether the morbidity associated with chronic insomnia is reversible; and c) prospective health economic evaluations of prevention programs using different dissemination technologies. Key Points• The epidemiology of insomnia has received increased attention in the last decade and investigators have moved from a purely cross-sectional approach to a more prospective and longitudinal approach.• Progress on the epidemiology of insomnia has been hampered by important methodological shortcomings including, but not limited to, the lack of a consistent case definition and standardized assessment procedures across studies.• Additional prospective and longitudinal studies are needed to identify early precursors of insomnia and factors moderating its trajectories over time.• A better understanding of how insomnia evolves over time and what factors trigger an episode or perpetuate it over time is critical for developing effective prevention and treatment programs. Outline• Introduction • Nature of insomnia complaints and updated diagnostic criteria • Prevalence and correlates of insomnia • Incidence and risk factors • Course of Insomnia -persistence, remission, relapse • Consequences and burden of insomnia

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Healthy sleep for healthy schools: A pilot study of a sleep education resource to improve adolescent sleep

Davis

Blunden

Boydpratt

et al. 2022

Health Prom J of Aust

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Issue addressed: Insufficient sleep and unhealthy sleep practices in adolescents are associated with significant health risks. Sleep education programs in schools aim to improve sleep behaviour. A new eLearning sleep education program, Healthy Sleep for Healthy Schools (HS4HS), was developed focused on these goals and is distinguishable from other sleep education programs because it is delivered by teachers, making it more sustainable and adaptable for schools. We aimed to evaluate if HS4HS would improve student sleep knowledge, healthy sleep practices, sleep duration and reduce sleepiness. We also aimed to understand if this intervention could be successfully implemented by trained teachers. Methods: Teachers trained in sleep delivered HS4HS to 64 South Australian students in year 9 (aged 13-14 years) over 6 weeks during regular school curriculum. A sleep education survey assessing sleep patterns (such as healthy sleep practices, time in bed and sleepiness), and a sleep knowledge questionnaire was completed pre-and post-HS4HS delivery. Evaluations were also completed by teachers. Results: Sleep knowledge and healthy sleep practices significantly improved post intervention. Time in bed on both school days and weekends increased slightly and sleepiness decreased slightly, but these changes were not statistically significant. Teachers found the program useful, comprehensive and easy to incorporate into their curricula. Conclusions: After short training, teachers can deliver sleep education during class and improve sleep practices in their students. This suggests that this program may offer potential as an effective and useful resource for teachers wanting to include sleep health in their curriculum. So what?: Sleep is the foundation of good health and teachers can promote and integrate sleep education into their curricula for the first time with this online teacher focussed program, which has the potential to be a sustainable sleep health promotion resource.

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The effect of a sleep hygiene education program on the sleep?wake cycle of Brazilian adolescent students

Cited by 113 publications

References 39 publications

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

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

Epidemiology of Insomnia

Healthy sleep for healthy schools: A pilot study of a sleep education resource to improve adolescent sleep

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