Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore

Evaluating the impact of a nationwide educational policy on adolescent mental health in China: A longitudinal network analysis

In response to concerns about excessive homework and off-campus tutoring among Chinese adolescents, the Chinese government recently implemented the nationwide "Double Reduction" (DR) policy to ease their academic burdens. However, the potential protective effects of the DR policy on adolescent mental health remain unclear. This study applied a network approach to examine relationships between several changes post-policy implementation (e.g., reduced homework, more extracurricular activities, increased physical activity, more time with parents, and reduced academic stress) and multiple mental health symptoms (e.g., symptoms of anxiety, depression, and insomnia) in 45,573 adolescents across two waves (i.e., three and eight months post-implementation). Results found consistent network structures over time, with "increased extracurricular activities" and "reduced homework" identified as the most central nodes. The former was most strongly associated with a depressive symptom named "energy loss," while the latter was most strongly linked to an anxiety symptom named "trouble relaxing." These findings provide preliminary evidence for the protective effect of the DR policy on adolescent mental health, emphasizing the importance of reducing homework and expanding extracurricular opportunities for adolescents' well-being.

Failing to plan: Bedtime planning, bedtime procrastination, and objective sleep in university students

STUDY OBJECTIVES

Many people go to bed later than intended, yet very little is known about how bedtime plans are formed and followed. This study aimed to characterize bedtime planning, procrastination, and their relationship with objective sleep behavior among university students.

METHODS

Participants (N = 119; full-time university students) were monitored for 2-4 weeks during their term time. Day-to-day bedtime planning was reported through a smartphone application, with plan frequency and deviation (actual-planned bedtime) as outcomes. Daily sleep timing and duration were objectively measured through wearable sleep trackers. Prior to monitoring, participants completed sleep-related questionnaires, including the bedtime procrastination scale, measuring the tendency to go to bed later than intended.

RESULTS

Participants (mean age [SD] = 22.66 [1.67] year, 64 females [53.8 %]) planned their bedtime on a minority of nights only (median [IQR] = 0.93 [0.37-2.75] nights/week). Moreover, when they did plan a specific bedtime, they frequently overran their planned time (mean [SD] bedtime deviation = 46.23 [48.99] minutes) which correlated with baseline bedtime procrastination scores. On a day-to-day basis, having a bedtime plan associated with better sleep outcomes (i.e. earlier bedtimes [mean -11.78 min]; longer total sleep time [mean + 11.88 min]), compared to days without a plan. Study/work and e-leisure were the most common reasons for overrunning a bedtime plan.

CONCLUSIONS

University students often did not plan bedtime, and when a plan was in place, it was often overrun. Bedtime planning was associated more favorable sleep outcomes and should be considered as a strategy for health behavior change.

Dysfunctional attitudes, social support, and adolescent depression

Adolescent depressive symptoms represent a significant public health concern, with negative life events and dysfunctional attitudes playing pivotal roles in their development. A cross-sectional study by Yu et al assessed the interplay between dysfunctional attitudes, social support, and depressive symptoms in 795 Chinese adolescents (49.9% male, mean age 15.2 ± 1.8 years, age range 11-18 years) from five middle schools in Shandong Province. Using the Dysfunctional Attitudes Scale, Adolescent Life Events Scale, Beck Depression Inventory, and Social Support Rating Scale, the study identified that dysfunctional attitudes, particularly over-autonomy and over-perfectionism, mediate the relationship between negative life events and depressive symptoms. Social support moderated this relationship, significantly reducing depressive symptoms. These findings underscore the need for preventive and therapeutic strategies targeting dysfunctional attitudes and enhancing social support to address adolescent depressive symptoms. In this article, we extend their findings to highlight the significance of culturally tailored interventions that incorporate familial and community dynamics in mitigating depressive symptoms, particularly in collectivist societies.

Associations between youth lifestyle habits, sociodemographic characteristics, and health status with positive mental health: A gender-based analysis in a sample of Canadian postsecondary students

Objective

This study aims to estimate associations between lifestyle habits, sociodemographic characteristics, health status, and positive mental health (i.e., flourishing, languishing, moderate) and anxiety and depression symptoms in postsecondary students.

Methods

This cross-sectional study used a convenience sample of 2165 Canadian first-semester postsecondary students (59 % female, 41 % men). Participants reported positive mental health using the Mental Health Continuum-Short Form and completed the Hospital Anxiety and Depression Scale to screen for probable cases of anxiety and depression in the Fall of 2023. Participants reported lifestyle habits including recreational screen time (hours/day), physical activity (minutes/week), in-person social interaction (frequency/week), and homework (hours/week). Participants reported age, gender, race/ethnicity, socioeconomic status, and health status (presence of a disability or health problem).

Results

Women's weekend screen time was associated with an 11 % reduction in the odds of experiencing flourishing mental health (odds ratio [OR]: 0.89, 95 % CI, 0.83-0.95), and never engaging in in-person socializing increased the odds of women experiencing languishing mental health (OR: 3.80, 95 % CI, 1.45-9.96). More frequent engagement in physical activity and homework were each associated with an increased odds of men experiencing flourishing mental health (OR: 1.00, 95 % CI, 1.00-1.00; OR: 1.03, 95 % CI, 1.00-1.05).

Conclusions

These findings highlight modifiable lifestyle habits including screen time, physical activity, in-person socializing, and homework which can be leveraged for mental health promotion among postsecondary students.

Bidirectional associations between short sleep duration, insomnia symptoms, and psychotic-like experiences in adolescents

This study investigates the prospective associations between short sleep duration, insomnia symptoms, and psychotic-like experiences (PLEs) in a large sample of Chinese adolescents. This study utilized a three-timepoint repeated cross-sectional survey with two nested longitudinal subsamples. A total of 17,722 adolescents were assessed at baseline (April 21 to May 12, 2021) and six months later (December 17 to 26, 2021). Out of these, 15,694 adolescents provided complete responses to the questions at baseline and one year later (May 17 - June 6, 2022). A self-administered questionnaire was used to measure sample characteristics (at baseline), sleep duration, insomnia symptoms, and PLEs (at each assessment), and negative life events (at two follow-ups). Baseline short sleep duration and insomnia symptoms predicted frequent PLEs at both follow-up assessments. Additionally, baseline frequent PLEs also predicted insomnia symptoms at six months and one year later. However, when controlling for confounders, PLEs at baseline only predicted short sleep duration at six months, and not at one year. This study reveals bidirectional prospective relationships between short sleep duration, insomnia symptoms, and PLEs, even after controlling for covariates. Therefore, it is crucial to assess both sleep patterns and PLEs in order to promote optimal sleep and mental health among adolescents.

Changes in insomnia symptoms among compulsory education students in China after the "Double Reduction" policy: a two-wave longitudinal study

OBJECTIVE

In July 2021, the "Double Reduction" policy was introduced in China, aiming to alleviate the burden of excessive homework and off-campus tutoring for students in the compulsory education stage. The purpose of this study is to explore the changes in students' insomnia symptoms and related factors after the policy implementation. Meanwhile, sex differences were further examined.

METHODS

The baseline survey (T1) began in April 2021 (pre-policy), with a follow-up (T2) conducted in December 2021 (post-policy). A total of 28,398 students completed both T1 and T2 surveys and were included in this study. Insomnia symptoms were measured at both T1 and T2 using three questions from the Youth Self-Report Insomnia Scale. Demographics and anxiety and depressive symptoms were collected at T1, and policy-related indicators were assessed at T2.

RESULTS

The prevalence of insomnia symptoms showed a slight decrease after the "Double Reduction" policy (9.9% vs. 9.2%). After controlling for demographics and anxiety and depressive symptoms, reduced homework (OR: 0.75 [0.65-0.86]), more family time (OR: 0.50 [0.44-0.57]), and reduced academic pressure (OR: 0.77 [0.71-0.83]) post-policy were related to a lower risk of new-onset insomnia symptoms. Additionally, more family time (OR: 0.59 [0.49-0.72]) and reduced academic pressure (OR:0.70 [0.56-0.86]) were factors against persistent insomnia symptoms. There were no significant sex differences in the associations between policy-related indicators and insomnia symptoms.

CONCLUSIONS

The "Double Reduction" policy has somewhat improved the students' insomnia symptoms. Extending family time, and alleviating homework and academic burden are considered measures for maintaining sleep health in students.

Changes and relevant factors in depressive and anxiety symptoms among Chinese adolescents after the "Double Reduction" policy: A repeated cross-sectional survey with a nested longitudinal subsample

BACKGROUND

The Chinese government has enacted the "Double Reduction" Policy, which aims to reduce students' academic burden and promote their mental health, but there is limited research examining the policy's impact on students' well-being. This study aims to evaluate changes in students' mental health problems before and after the "Double Reduction" Policy and explore relevant influential factors.

METHODS

A total of 101,976 elementary and junior high school students were recruited before the "Double Reduction" Policy, and 91,832 students were recruited one year later. Through data integration, a total of 36,637 students participated in both web-based surveys and provided complete data on all measures.

RESULTS

As a whole, we found that the prevalence of students' depression (12.1 % to 9.2 %) and anxiety (8.9 % to 6.2 %) tended to decline after the "Double Reduction" Policy. Attending private school, reduced homework, more extracurricular activities, more time with parents, reduced academic stress, and sleep duration ≥8 h/n were associated with the decrease in the likelihood of mental health problems in students. Female gender, negative life events, and negative impact of COVID-19 as risk factors for mental health.

CONCLUSIONS

These findings indicated that the "Double Reduction" Policy has improved the well-being of Chinese students. Reducing students' homework burden and alleviating their academic pressure are beneficial for their mental health. Increasing time for extracurricular activities and interaction with parents, as well as ensuring sufficient sleep for students, are also effective ways to prevent the onset and exacerbation of mental health symptoms in adolescents.

Late Bedtime from the Perspective of Adolescents: A Qualitative Study

Purpose

Later sleep timing is a key determinant of reduced sleep duration and quality in adolescents and is associated with negative mental and physical outcomes. However, little is known about adolescents' views on late bedtime. The study's purpose is to explore adolescents' perspectives on why they go to sleep late during school nights and what would help them to go to bed earlier.

Patients and Methods

We conducted online semi-structured interviews with 24 adolescents aged 14-17 years as a part of the international HBSC (Health Behaviour in School-aged Children) study. The data were collected via individual and group interviews and analyzed using a combination of consensual qualitative research methodology and thematic analysis.

Results

School demands and leisure time activities, particularly online socialization with peers, have been identified as one of the main themes related to why adolescents go to sleep late. Adolescents reported difficulties managing these competing activities during the day after school, often postponing them until late at night and prioritizing them to sleep. Adolescents also mentioned bedtime distress as a barrier to falling asleep. However, some adolescents did not perceive late bedtime as a problem, but rather as a habit and personal choice. They reported that better time management, less homework, engagement in physical activity, parent-set bedtime, and less time spent online in the evening would help them to go to bed earlier.

Conclusion

Our findings suggest that interventions to improve sleep timing in adolescents should focus on reducing school pressure, building supportive social networks; strengthening adolescents' self-regulation skills; and enhancing parental involvement in establishing sleep and daily routines for their adolescents.

Screen time and insomnia among college students: the moderating effect of loneliness

Objective: Insomnia is detrimental to college student health. The purpose of this study was to examine the interaction between two risk factors of insomnia-screen time use and loneliness-in college students. Participants: Respondents were 1,001 (M age = 19.9 [SD = 2.3]) college undergraduates. Methods: Self-reported demographic information, daily screen time (social, nonsocial, or productivity), loneliness, and insomnia were collected. Analyses examined the interaction of screen time and loneliness on insomnia. Results: Insomnia significantly correlated with loneliness and total, social, and nonsocial screen time. Less lonely students had an increase in insomnia symptoms with increased total and social screen time. However, lonelier students had greater insomnia symptoms than less lonely students, regardless of screen time. Greater than 8 h of total screen time per day elevated the risk for insomnia. Conclusion: Screen time was associated with insomnia symptoms; however, loneliness better predicted insomnia among college students.

Association between screen time, homework and reading duration, sleep duration, social jetlag and mental health among Chinese children and adolescents

OBJECTIVES

To examine the associations of screen time, homework and reading duration, sleep duration, social jetlag with mental health in children and adolescents, as well as its gender differences.

METHODS

From December 2023 to April 2024, a total of 62 395 children and adolescents were selected from 51 schools in 17 cities of China by stratified cluster sampling. Screen time, homework and reading duration, sleep duration, and social jetlag were calculated by answering the questions about watching TV time, playing smartphones time, doing homework time, reading extracurricular books time, bedtime, wake-up time, and nap time during weekdays and weekends. Mental health was assessed by the Revised Mental Health Inventory-5 (MHI-5). The generalized linear model was used to determine the association between screen time, homework and reading duration, sleep duration, social jetlag, and mental health in children and adolescents.

RESULTS

The generalized linear model results showed that longer watching TV time, longer playing smartphones time, longer homework time, and greater social jetlag were correlated with poorer mental health in children and adolescents, while longer nighttime sleep duration, and longer daytime nap duration were correlated with better mental health. Moreover, in primary school and junior high school, we found that this association was stronger during the weekdays. However, in senior high school, this association was stronger during the weekends. After according to gender stratified, we found that the strength of this association was different in boys and girls at different study phases. Furthermore, our findings also revealed a significant quadratic relationship, indicating the association of better mental health with an optimal amount of sleep duration.

CONCLUSIONS

There was a significant association between screen time, homework and reading duration, sleep duration, social jetlag, and mental health in children and adolescents. This study has the potential to offer useful insights for the prevention and control of mental health issues in children and adolescents.

The Impact of Online Learning and Health Behavior on Mental Health among Thai Dental Students during the COVID-19 Era

Aims

This study aimed to investigate the impact of online learning on the mental health and health behaviors of Thai dental students during the coronavirus disease 2019 (COVID-19) pandemic.

Materials and Methods

A cross-sectional analytical study was conducted among Thai dental students from first to sixth year who had been engaged in online learning during the COVID-19 period. A total of 440 students participated. Data were collected from January to March 2023 using an online questionnaire comprising 36 items addressing demographic information, online learning experiences, and health behaviors, including exercise and sleep. Psychological health was assessed using the Depression, Anxiety, and Stress Scale-21 (DASS-21). Data analysis included descriptive statistics, chi-square tests, binary logistic regression, Pearson's correlation, and simple linear regression.

Results

The study found high rates of mental health issues among the participants, with 58.2% experiencing depression, 57.3% experiencing anxiety, and 41.1% reporting stress. Personal factors influencing mental health included university type and household situation. Key factors associated with depression were the number of hours spent on assignments and the quality of the online learning environment (β = 1.096, 1.193). For anxiety, factors such as frequency of exercise, sleep quality, time spent on assignments, and familiarity with assignment submission platforms were significant (β = -0.773, -0.666, 0.801, 1.002). Stress was significantly correlated with the frequency of exercise, sleep quality, and assignment workload (β = -1.072, -0.497, 1.210).

Conclusions

The findings highlight a significant association between online learning-related factors, such as the number of hours spent on assignments, and the mental health outcomes of dental students. Health behaviors, particularly exercise and sleep quality, were also linked to mental health status. These results suggest that interventions aimed at reducing assignment-related stress, improving sleep hygiene, and promoting physical activity may be crucial in mitigating mental health problems among dental students. Clinically, addressing these factors could enhance both psychological well-being and academic performance, ultimately contributing to more effective learning environments for dental professionals.

Developing a Mental Health Screening Questionnaire in an Asian Children's Hospital Emergency Setting

INTRODUCTION

Mental health concerns among adolescents are increasingly prevalent, yet underrecognized. Adolescents with psychological distress often present to the emergency department (ED) with somatic symptoms. Due to inadequate time for rapport building and lack of familiarity of ED clinicians with psychosocial evaluation, these concerns often get missed. We describe the development and implementation of the Youth Well Being (YWB) questionnaire, a self-administered psychosocial screening tool that aims to overcome the communication barriers to psychosocial evaluation.

METHODS

A multidisciplinary team used a Delphi-like approach to develop the questionnaire, using the home, education, activities/peers, drugs/alcohol, suicidality, emotions/behavior, discharge resources (HEADS-ED) questionnaire as the main reference. Modifications were made based on panel members' clinical experience and adapted to suit local sociocultural context. The YWB questionnaire is administered to adolescents aged 10 to 19 years presenting to the KK Women's and Children's Hospital ED with possible psychosomatic symptoms and behavioral or mental health issues. Positive findings prompt further targeted face-to-face interviews by the clinicians to facilitate appropriate psychosocial referral.

RESULTS

The 9 domains in the YWB questionnaire explore potential psychosocial difficulties that affect the adolescent's well-being and aim to uncover potential issues that could account for the adolescent's symptoms. We discuss the rationale behind the questions and response options in the YWB questionnaire.

CONCLUSIONS

The YWB questionnaire is the first initiative in Singapore to enable efficient psychosocial screening of at-risk adolescents in the ED. This communication tool can potentially be used in other health care settings to enable early recognition and intervention for adolescents distressed by psychosocial problems.

A Mixed-Methods, Multimedia Pilot Study to Investigate Sleep Irregularity Determinants Among Undergraduate Students

PURPOSE

To pilot a novel approach investigating the interplay of social and institutional determinants influencing university undergraduate student sleep patterns.

DESIGN

A two-part, three-phase mixed-methods approach.

SETTING

A mid-size US university conducted in spring and fall 2020.

PARTICIPANTS

191 undergraduate students (69 first-years, 43 second-years, 48 third-years, 31 fourth-years).

METHOD

For Part A, participants texted their activities and emotions in real time, producing a data-rich, weeklong diary of comprehensive activity logs, emoticons, multimedia submissions, and juxtapositions of ideal vs real schedules. Semi-structured contextual interviews were also conducted. For Part B, a one-time survey examined Part A insights across all class years. These diverse datasets were triangulated using thematic, comparative, and content analyses through MAXQDA software and visual mapping methods.

RESULTS

Three preliminary themes were identified as encouraging an irregular sleep schedule: a prevailing academic ethos emphasizing busyness, time management challenges, and the rhythm of institutional schedules and deadlines. An overarching theme suggests that perceptions of peer sleep habits and academic prioritization above all else could be influential across factors.

CONCLUSION

This pilot study indicates that sleep regularity among undergraduates is potentially shaped by individual choices combined with broader institutional paradigms. While it is limited by its exploratory nature, timing, and small sample size, the results highlight the promise of this methodology for more extensive studies and suggest that future interventions should emphasize systemic changes that prioritize sleep.

Association between sleep quality and quality of life in Singapore

PURPOSE

Several studies have examined the relationship between sleep quality and health-related quality of life (HRQOL). However, there are a lack of generalizable data on this association in Singapore. Our study aimed to (1) investigate the association between sleep quality and HRQOL and (2) examine whether age moderated these associations.

METHODS

Data were obtained from nationwide Singapore Mental Health Study 2016 (n = 6126, response rate = 69.5%). Sleep quality was assessed using Pittsburgh Sleep Quality Index (PSQI) where higher scores indicate poorer sleep quality. HRQOL [Physical component summary (PCS) and Mental component summary (MCS)] were measured using 12-item Short-Form Survey. Associations were investigated using multivariable linear regression models, adjusted for sociodemographic, physical, and mental comorbidities. Interactions between age and sleep quality were examined by including interaction terms individually.

RESULTS

Poorer PSQI score was significantly associated with lower PCS (β = - 0.44) and lower MCS (β = - 0.73). Among PSQI components, lower PCS was significantly associated with subjective sleep quality (β = - 1.06), sleep duration (β = - 0.30), sleep disturbance (β = - 0.33), and daytime dysfunction (β = - 0.75). Lower MCS was significantly associated with subjective sleep quality (β = - 1.36), sleep latency (β = - 0.24), sleep disturbance (β = - 0.16), using of sleeping medication (β = - 1.12), and daytime dysfunction (β = - 2.08). Age moderated the association between PSQI score with PCS and MCS. Stronger association between PSQI score and MCS was observed in younger individuals (β = - 0.90) than older adults (β = - 0.45).

CONCLUSION

Our study found that poor sleep quality was associated with HRQOL of certain age groups more than others. Future studies may identify potential mediators to help people with chronic sleep problems.

Central symptoms and network associations of depressive symptoms among school-aged students: A network analysis

BACKGROUND

Depression is one of the most prevalent mental health problems occurred among school-aged students. Conceptualizing depressive symptoms as a network of interacting symptoms, this study used network analysis to identify central symptoms and network associations of depressive symptoms. The study also investigated how networks of depressive symptoms differ across school aged periods.

METHODS

A total of 2514 Chinese school-aged students in Grades 4 to 11 were recruited and asked to complete the Child Depression Inventory in this study.

RESULTS

The results showed that self-hatred consistently emerged as a central symptom of depressive symptoms across all school stages. Beyond this, each school stage had its unique central symptoms: loneliness was prominent in both elementary school and junior high school, while fatigue was more specific symptom to senior high school. When comparing the network structures across different school stages, there was a significant difference in network structure between elementary school students and junior high school students. The comparison in global strength showed that the network connectivity of depression network is stronger among elementary school students, with showing closer symptom associations.

CONCLUSIONS

By identifying central symptoms and their distinct associations, particularly the pronounced symptom interconnections among elementary school students, this study emphasize the critical importance of early interventions. Recognizing these stage-specific characteristics is essential for the development of effective prevention and intervention programs for depressive symptoms in school-aged students.

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

BACKGROUND

Boarding 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.

AIMS

To explore how boarders' sleep differs from that of their day-student peers, and how this relates to psychological well-being.

SAMPLE AND METHODS

309 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.

RESULTS

Boarding 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.

CONCLUSIONS

This 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.

Short Sleep Duration in School-Age Children: Differential Factors on Weekdays and Weekends

OBJECTIVES

To quantify school-age children's sleep and parent-associated factors on weekdays and weekends in Singapore, and investigate school-related and parent-related factors associated with short sleep.

METHODS

In an online survey, 251 parents with a child aged 7-12 y in Singapore reported their child's sleep duration and school start time. Parent-related factors including sleep hygiene (e.g., parent-set bedtime), sleep priority (the amount of sleep respondents allowed their children to trade for other activities), and both parents' sleep durations, were also reported.

RESULTS

The prevalence of short sleep among the children was 64.5% on weekdays and 19.5% on weekends. Children's sleep duration increased from 8.42 h on weekdays to 9.45 h on weekends (p < .001). Relative to weekdays, on weekends, parents showed similar increases in sleep durations (p < .001), imposed poorer sleep hygiene on their children (reduced likelihood of setting bedtimes and increased pre-bedtime electronic device use; p < .001), and allowed their children to trade more sleep for interacting with family and friends, social media, gaming, and TV / videos (p < .001). Shorter sleep duration in children was significantly associated with earlier school start time (B = 0.80, p = .02) and poorer sleep hygiene on weekdays (B = 0.16, p < .001), but lower sleep priority (B = 0.05, p = .002) and shorter parental sleep duration on weekends (maternal: B = 0.18, p < .001, paternal: B = 0.17, p = .002).

CONCLUSIONS

Delaying school start times may be effective in increasing school-age children's sleep duration on weekdays, while family-based interventions designed to enhance sleep hygiene, priority of sleep over other activities, and parents' sleep durations can benefit children's sleep duration on both weekdays and weekends.

Sleep quality and its relationship with school schedules and mental health of Nigerian secondary school adolescents

STUDY OBJECTIVES

This study aimed to determine the sleep quality of in-school Nigerian adolescents and its association with their schooling and mental health outcomes.

METHODS

The study was a descriptive cross-sectional study. It was conducted among adolescents attending public and private secondary schools within the Ife Central Local Government, Osun State, southwestern Nigeria. A multistage sampling technique was used to select study participants. The Pittsburgh Sleep Quality Index, 9-item Patient Health Questionnaire (PHQ-9), and 7-item General Anxiety Disorder questionnaires were used to determine sleep quality, depression, and anxiety, respectively.

RESULTS

We studied 448 adolescents aged between 10 and 19 years with a mean age of 15.0 ± 1.8 years. The majority of our respondents (85.0%) had poor sleep quality. More than half of the respondents (55.1%) had insufficient sleep during weekdays, while only 34.8% had insufficient sleep during weekends. The school closing time and school type showed a statistically significant association with sleep quality (P = .039 and .005, respectively). The odds of having poor sleep quality increased by 2-fold among adolescents in private schools when compared with those in public schools (adjusted odds ratio = 1.97, 95% confidence interval = 1.069-3.627). Using multiple linear regression, only depression showed a statistically significant association with sleep quality at 95% confidence interval (CI = 0.073 to 0.219, P < .001), such that for every unit change in depression scores (PHQ-9), there will be a corresponding increase of 0.103 in sleep quality.

CONCLUSIONS

Sleep quality is poor in adolescents and adversely associated with their mental health. This should also be addressed in the development of appropriate interventions.

CITATION

Olorunmoteni OE, Fehintola FO, Seun-Fadipe C, Komolafe MA, Mosaku KS. Sleep quality and its relationship with school schedules and mental health of Nigerian secondary school adolescents. J Clin Sleep Med. 2023;19(11):1895-1904.

Country differences in nocturnal sleep variability: Observations from a large-scale, long-term sleep wearable study

STUDY OBJECTIVES

Country or regional differences in sleep duration are well-known, but few large-scale studies have specifically evaluated sleep variability, either across the work week, or in terms of differences in weekday and weekend sleep.

METHODS

Sleep measures, obtained over 50 million night's sleep from ∼220,000 wearable device users in 35 countries, were analysed. Each person contributed an average of ∼242 nights of data. Multiple regression was used to assess the impact country of residence had on sleep duration, timing, efficiency, weekday sleep variability, weekend sleep extension and social jetlag.

RESULTS

Nocturnal sleep was shorter and had a later onset in Asia than other regions. Despite this, sleep efficiency was lower and weekday sleep variability was higher. Weekend sleep extension was longer in Europe and the USA than in Asia, and was only partially related to weekday sleep duration. There were also cross-country differences in social jetlag although the regional differences were less distinct than for weekend sleep extension.

CONCLUSIONS

In addition to regional differences in sleep duration, cross-country differences in sleep variability and weekend sleep extension suggest that using the latter as an indicator of sleep debt may need to be reconsidered. In countries exhibiting both short sleep and high weekday sleep variability, a culturally different means of coping with inadequate sleep is likely. Country or region differences in culture, particularly those related to work, merit closer examination as factors influencing the variability in normative sleep patterns around the world.

Activities and social contact as antecedents to sleep onset time in U.S. adolescents

This study evaluated adolescents' evening patterns in activities, social contact, and location to better understand antecedents to adolescents' sleep onset time (SOT). The SOT is important for sleep duration and related health outcomes. Using a nationally representative sample of 15- to 18-year-old adolescents from the American Time Use Survey (N = 10,341; 47% female; 57% white), structural equation modeling demonstrated that late SOTs mediated links between evening activities, social contact, locations, and shorter sleep durations. Passive leisure, time in public locations, and time with friends late in the evenings were associated with later SOTs, whereas homework and active leisure did not. Parents and practitioners can use this information to carefully evaluate evening activities, social contact, and location to support healthy SOTs for adolescents across time.

Time Spent on Private Tutoring and Sleep Patterns of Chinese Adolescents: Evidence from a National Panel Survey

OBJECTIVE

In recent decades, there has been a marked increase in private tutoring and a decline in sleep health among adolescents. This study aimed to outline the association between time spent on private tutoring and sleep patterns of Chinese adolescents.

METHODS

Participants were from a nationwide two-wave panel survey. We performed OLS regressions of sleep duration at wave 2 and Poisson regressions of sleep problems at wave 2 on tutoring time at wave 2, adjusting for baseline sleep duration and other covariates. Tutoring time was assessed by three items: daily hours of tutoring, daily hours of tutoring on weekdays, and daily hours of tutoring on weekends.

RESULTS

Overall, more time spent on private tutoring was associated with shorter sleep duration and more sleep problems. Furthermore, both weekday and weekend tutoring can have a positive effect on the number of sleep problems. With regard to sleep duration, weekend tutoring time played a negative role, while the effect of weekday tutoring time was negligible.

CONCLUSION

In the Chinese context, which is characterized by intense academic competition, participation in private tutoring plays a significant role in shaping students' sleep duration and sleep problems. To improve the sleep health of adolescents, the time spent on private tutoring should be carefully monitored and regulated.

Homework, sleep insufficiency and adolescent neurobehavioral problems: Shanghai Adolescent Cohort

BACKGROUND

The prospective associations between homework burdens and adolescent neurobehavioral problems, and whether sleep-durations mediated and sex modified such associations remained unclear.

METHODS

Using Shanghai-Adolescent-Cohort study, 609 middle-school students were recruited and investigations took place at Grade 6, 7 and 9. Information on homework burdens (defined by homework completion-time and self-perceived homework difficulty), bedtime/wake-up-time and neurobehavioral problems was collected. Two patterns of comprehensive homework burdens ('high' vs. 'low') were identified by latent-class-analysis and two distinct neurobehavioral trajectories ('increased-risk' vs. 'low-risk') were formed by latent-class-mixture-modeling.

RESULTS

Among the 6th-9th graders, the prevalence-rates of sleep-insufficiency and late-bedtime ranged from 44.0 %-55.0 % and 40.3 %-91.6 %, respectively. High homework burdens were concurrently associated with increased-risks of neurobehavioral problems (IRRs: 1.345-1.688, P < 0.05) at each grade, and such associations were mediated by reduced sleep durations (IRRs for indirect-effects: 1.105-1.251, P < 0.05). High homework burden at the 6th-grade (ORs: 2.014-2.168, P < 0.05) or high long-term (grade 6-9) homework burden (ORs: 1.876-1.925, P < 0.05) significantly predicted increased-risk trajectories of anxiety/depression and total-problems, with stronger associations among girls than among boys. The longitudinal associations between long-term homework burdens and increased-risk trajectories of neurobehavioral problems were mediated by reduced sleep-durations (ORs for indirect-effects: 1.189-1.278, P < 0.05), with stronger mediation-effects among girls.

LIMITATIONS

This study was restricted to Shanghai adolescents.

CONCLUSIONS

High homework burden had both short-term and long-term associations with adolescent neurobehavioral problems, with stronger associations among girls, and sleep-insufficiency may mediate such associations in a sex-specific manner. Approaches targeting appropriate homework-load/difficulty and sleep restoration may help prevent adolescent neurobehavioral problems.

Sleep and academic performance among students in Hong Kong: Curvilinear relationship suggesting an optimal amount of sleep

OBJECTIVES

This study aimed to elucidate the association between sleep and academic performance using standardized academic assessment in a large and representative sample of school children and adolescents in Hong Kong.

METHODS

This school-based cross-sectional study was conducted in 2016. Students completed territory-wide standardized tests in Chinese, English, and Mathematics and a set of questionnaires covering sleep, academic anxiety and motivation. Parents provided additional information on socioeconomic status and children's study behaviors. Weekday proxy sleep duration was reflected by time-in-bed, the difference between bedtime and wakeup time.

RESULTS

The study included 4262 Grade 3 (G.3) (mean age [SD], 9.2 [0.6] years; girls: 49.7%) and 3297 G.9 students (mean age [SD], 15.3 [0.74]; girls: 57.5%) from 77 schools. Apart from showing a general insufficiency of students' sleep in this metropolitan city, there was a significant quadratic relationship (G.3: β = -0.05, p < .001; G.9: β = -0.03, p < .01), indicating that students with an optimal level of sleep (9.5 h and 8.5 h in G.3 and G.9, respectively) tend to have better academic performance. The significant association remained after controlling for socioeconomic and study-related variables in that sleeping too little or too much was associated with poor academic performance.

CONCLUSIONS

This is the first study to explore the curvilinear association between sleep duration and academic performance by using standardized test and simultaneously examining learning-related controls with a large representative sample in Hong Kong. The findings suggested that there is an inverted U-shaped relationship between sleep duration and academic performance in both school-aged children and adolescents. It is recommended that systematic sleep education and intervention is necessary to encourage the development of optimal sleep pattern, which might have beneficial effect on academic performance for students at both primary and secondary level.

How Learning Time Allocation Make Sense on Secondary School Students’ Academic Performance: A Chinese Evidence Based on PISA 2018

It is well known that the proper allocation of learning time is particularly important for promoting students’ academic performance. Based on the data from PISA 2018, this research used the method of threshold regression and quantile regression to explore the optimal length of learning time to promote the students’ academic performance. At the same time, this research also explored the heterogeneity of the effect of learning time on different academic levels of students. The results show that for four Chinese provinces and cities, including Beijing, Shanghai, Jiangsu province and Zhejiang province, students who study in rural areas and private schools usually have longer learning time than students in cities and public schools. Moreover, it is suggested that there is no significant association between school quality and students’ learning time. The average learning time of students from the four Chinese cities and provinces is obviously longer than that in OECD countries. Moreover, it is found that the impact of learning time on academic performance across subjects is inverted U-shaped, and the optimal study time can be found in the learning of mathematics, science, and reading related subjects. As for the effect of learning time, the results showed that learning time commitment is more effective for students who are academically disadvantaged. At the same time, this study found that there is a relationship between students’ excessive learning time and students’ subjective well-being and attitudes toward learning activities. The non-cognitive factors can influence students’ academic performance gradually. According to the results of this research, it is suggested that students need to balance their learning time allocation against the appropriate learning time standards. Moreover, schools should adopt different learning time allocation schemes for students at different academic achievement levels. The teachers also should uphold a more scientific design of students’ after-school homework, and teachers and parents should also focus on improving students’ learning efficiency.

Prevalence of depression and anxiety, and associated factors, among Chinese primary and high school students: A cross-sectional, epidemiological study

INTRODUCTION

This study aimed to investigate the prevalence of depression and anxiety, and associated factors, among Chinese children and adolescents aged 8-18 years who attend primary or high school.

METHODS

A total of 23 005 primary and high school students were recruited from February to December, 2019 for this cross-sectional study. The questionnaire included demographic information, questions assessing suicidality, resilience, depression (Center for Epidemiological Studies Depression Scale for Children), and anxiety (Screen for Child Anxiety Related Disorders). Binary logistic regression was used to analyze the independent correlates of depression and anxiety.

RESULTS

Overall, 13.06% of participants experienced depressive symptoms, 22.34% experienced anxiety symptoms, 26.34% experienced transient suicidal ideation, 2.23% had serious suicidal ideation, and 1.46% had a history of suicide attempts. Anxiety (odds ratio [OR], 4.935; 95% confidence interval [CI][4.442-5.485]), suicidality (OR, 2.671; 95% CI[2.203-3.237]), skipping breakfast (OR, 1.920; 95% CI[1.348-2.736]), sleep duration (OR, 0.470; 95% CI[0.398-0.556]) and self-expectations (OR, 1.924; 95% CI[1.550-2.389]) were associated with depression (all p < .05). Depression (OR, 4.424; 95% CI[3.983-4.914]), female sex (OR, 1.903; 95% CI[1.759-2.060]), school-based traumatic experience(s) (OR, 1.905; 95% CI[1.747-2.077]), relationships with teachers (OR, 1.575; 95% CI[1.103-2.249]), and suicidality (OR, 1.467; 95% CI[1.218-1.766]) were associated with anxiety symptoms (all p < .05).

DISCUSSION

Depression and anxiety are common among school-age children and adolescents in China. Childhood school- and family-based traumatic experience(s), female sex, and lifestyle factors (eating breakfast, sleep duration, exercising, and Internet use) are significantly associated with mental health among children and adolescents. Developing interventions targeting these factors to protect students from depression and anxiety are needed.

Physical Activity Levels and Sleep in Schoolchildren (6-17) with and without School Sport

There is strong evidence to support the association between daily physical activity and sleep parameters in children and adolescents. Physical activity and outdoor play are favourably associated with most sleep outcomes in school children. The aim is to find out the levels of physical activity and the quality of sleep in Basque schoolchildren aged between six and seventeen and to analyse the possible differences between those who carry out some kind of physical sports activity and those who do not. The sample consisted of 1082 schoolchildren (50.1% male and 49.9% female). Differences between groups were compared using the Mann-Whitney U test (2 samples) and Kruskal-Wallis one-factor ANOVA (k samples). A total of 723 (66.94%) of the participants said they practiced some physical sports activity. The accelerometers obtained significant differences in all levels of physical activity, as well as in sleep efficiency, with higher levels of physical activity (sedentary p = 0.001; light p = 0.017; moderate p = 0.009; vigorous p = 0.001 and moderate-to-vigorous physical activity p = 0.002) and better sleep efficiency (p = 0.002) in those schoolchildren who perform some type of physical sports activity. A significant difference in time spent in sedentary activities was also observed between primary and secondary school pupils of both sexes and regardless of the degree of physical sports activity completion.

Bedtime procrastination and chronotype differentially predict adolescent sleep on school nights and non-school nights

OBJECTIVES

Bedtime procrastination (BTP) refers to the tendency to delay sleep beyond an intended bedtime, in favor of continuing evening activities. BTP has been associated with negative sleep outcomes (later timing, shorter duration, poorer quality), and is viewed as a problem of exercising self-control. BTP could be particularly challenging in adolescents, given the combined effects of increasing bedtime autonomy, later chronotype, and a still developing self-control capacity. Thus far, research on BTP has only been based on self-report measures. Here we examined the influence of BTP on adolescent sleep, using objective measures of sleep.

METHODS

About 121 adolescents aged 14-19 years completed a survey on BTP, sleep quality, chronotype, and mental health. Subsequently, habitual sleep was actigraphically monitored for up to 2 weeks, and participants completed a temporal discounting task (a proxy for impulsivity). Associations between BTP, chronotype, and actigraphy-measured sleep were examined for school nights and non-school nights separately.

RESULTS

Greater BTP was associated with poorer subjective sleep, eveningness chronotype, and higher daytime fatigue, as well as higher anxiety/depression scores. Measured using actigraphy, greater BTP predicted later bedtimes and shorter sleep duration on school nights, even when controlling for chronotype. On non-school nights, eveningness chronotype, but not BTP, predicted later bedtimes and wake-up times. BTP was not correlated with temporal discounting.

CONCLUSIONS

Bedtime procrastination exerts significant influence on subjective and objective sleep measures in adolescents. Its effects are most prominent on school nights and can be separated from the effects of chronotype, which has stronger effects on sleep timing on non-school nights.

Has the "Double Reduction" policy relieved stress? A follow-up study on Chinese adolescents

PURPOSE

"Double Reduction" Policy requires schools to reduce the burden of excessive homework and off-campus training for Chinese students to reduce their academic stress and promote mental health. We conducted a study in compulsory education students before and after the "Double Reduction" Policy to explore changes in mental health problems and relevant influential factors.

METHODS

A total of 28,398 elementary and junior high school students completed both waves of the survey through electronic questionnaires. Depressive symptoms were assessed using the Patient Heath Questionnaire (PHQ-9), and anxiety symptoms were assessed using the Generalized Anxiety Disorder Scale (GDA-7). Demographic information was evaluated at baseline, and "Double Reduction" related factors and negative life events were measured at follow up.

RESULTS

The overall depression and anxiety levels significantly decreased after the "Double Reduction" Policy. Girls, poor parental marital quality, chronic physical illness, and psychiatric family history were related to increased occurrence of mental health. Sleep duration > 8 h/night, reduced homework, more extracurricular activities more time with parents, and reduced academic stress were protective factors against mental health problems.

CONCLUSIONS

The "Double Reduction" Policy has improved the mental health symptoms of students to a certain extent. Appropriately increasing sleep time, participating in more extracurricular activities and parental involvement, and reducing the burden of homework are effective ways to promote the development of students' mental health.

The Link between Sleep Insufficiency and Self-Injury among In-School Adolescents: Findings from a Cross-Sectional Survey of Multi-Type Schools in Huangpu District of Shanghai, China

Both insufficient sleep and self-injury are rising public health issues among middle school students. Understanding their relationship may guide the intervention and policy making to help youths gain a healthy life. Thus, we analysed the data collected from the Shanghai Students Health Risk Behavior Surveillance (2015) in the Huangpu District. Self-injury was self-reported and categorized into ever or never. Sleep duration was classified as sufficient and insufficient according to the Health China 2030 Plan and the National Sleep Foundation's updated sleep duration recommendations. Crude OR and adjusted OR of sleep duration and covariates were estimated for self-injury using the logistic regression models with standard error clustered on school types. Results showed that 8.42% of the participants had conducted self-injury, with girls more than boys and ordinary school students more than key school students. After full adjustment, sleep insufficiency increased the odds of conducting self-injury by approximately two folds (AOR = 2.08, 95%CI = 1.40-3.07). The odds of self-injury were higher among students studying at ordinary schools (AOR = 3.58, 95%CI = 1.25-10.27) or vocational schools (AOR = 2.00, 95%CI = 1.77-2.26), with comparison to those at key schools. Interventions seeking to solve insufficient sleep need to be multifaceted, with consideration of changing the school environment and multiple social contexts, which create stressful burdens for adolescents' development.

School educational models and child mental health among K-12 students: a scoping review

BACKGROUND

The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies.

METHODS

This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases.

RESULTS/FINDINGS

After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development.

CONCLUSIONS

The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

After-School Extracurricular Activities Participation and Depressive Symptoms in Chinese Early Adolescents: Moderating Effect of Gender and Family Economic Status

Although Western studies showed that participation in extracurricular activities was intimately linked to adolescents’ psychological adjustment, very few studies have addressed this issue among early adolescents in China. Based on a nationally representative sample of 9672 Chinese junior high school students (M_age = 14.54 years, SD = 0.70 years), this study investigated the relationship between participation in different extracurricular activities and depressive symptoms among Chinese early adolescents, and the moderating role of gender and family economic status. Results indicated that time spent completing homework, attending extracurricular tutoring, and playing online games after school was positively related to students’ depressive symptoms, whereas time spent on participating in physical exercise was negatively associated with students’ depressive symptoms. Besides, the relationships between after-school activities participation and student depressive symptoms were moderated by gender and family economic status. The theoretical and practical implications for the arrangement of after-school activities for Chinese early adolescents are discussed.

Sleep Patterns and Myopia Among School-Aged Children in Singapore

Purpose

To evaluate the associations of sleep factors with myopia, spherical equivalent (SE), and axial length (AL) in elementary school-aged children from the Growing Up in Singapore Towards healthy Outcomes (GUSTO) birth cohort.

Methods

This cross-sectional study included multi-ethnic children who participated in the GUSTO prospective birth cohort and were delivered in two major tertiary hospitals in Singapore (2009–2010). Sleep factors and myopia outcomes were assessed at the 8- and 9-year study visits, respectively. Parent-reported sleep quality was assessed with the Children's Sleep Habits Questionnaire (CSHQ) total scores. Additionally, each child's sleep duration, timing (bedtime; waketime), and the consistency of sleep duration or timing (i.e., the difference between weekends and weekdays) were parent-reported. Outcomes included cycloplegic SE, myopia (SE ≤ −0.5 D) and AL. Eye measurements from both eyes were included in the analyses. Multivariable linear or logistic regression with Generalized Estimating Equations were used to account for the correlation between paired eyes and confounders in the associations of sleep factors at age 8 and myopia at age 9.

Results

A total of 572 multi-ethnic children (49.5% boys; 56.1% Chinese) aged 9 years were included in the analyses. Overall, 37.3% of eyes were myopic. Children reported a mean total CSHQ score of 46 [standard deviation (SD) = 6]. The mean duration of sleep was 9.2 (SD = 1.0) hours per day (h/day), with 59.9% of children reporting sufficient sleep (≥9 h/day) based on guidelines recommended by the National Sleep Foundation, USA. The mean bedtime and wake time were 22:00 (SD = 00:53) and 07:08 (SD = 00:55), respectively. In multivariable regression models, total CSHQ scores, the duration of sleep, bedtime and wake time were not significantly associated with myopia, SE, or AL (p ≥ 0.05 for all), adjusting for gender, ethnicity, time outdoors, near-work, parental myopia, maternal education levels (and additionally the child's height when the outcome was AL). Similarly, the consistency of both the duration and timing of sleep (across weekends and weekdays) were not significantly associated with myopia, SE, or AL (p ≥ 0.05 for all).

Conclusion

In this cross-sectional study, sleep quality, duration, timing, and the consistency of specific sleep factors were not independently associated with myopia, SE, or AL among elementary school-aged children in Singapore. Large longitudinal studies are warranted to corroborate these results.

Association between developmental dyslexia and anxiety/depressive symptoms among children in China: The chain mediating of time spent on homework and stress

BACKGROUND

The relationship between dyslexia and anxiety/depressive symptoms among children in China is unclear. Besides, the pathways to explain the risks are also undefined.

METHODS

3993 primary school students from grade 2 to 6 were recruited in this study. The Dyslexia Checklist for Chinese Children and the Pupil Rating Scale-Revised Screening for Learning Disabilities were used to filter the dyslexic children. The Chinese perceived stress scale, the Screen for Child Anxiety Related Emotional Disorders, and the Children's Depression Inventory-Short Form were used separately to assess stress, anxiety symptoms, and depressive symptoms of the children. Time spent on homework was obtained by asking their parents: "How long does it take the children to complete the homework every day?". The chain mediation models were examined using SPSS PROCESS macro 3.3 software.

RESULTS

Dyslexic children spend more time on homework (2.61±1.15), and have higher scores for depression (4.75±3.60) and stress (26.55±7.40) compared to normal children (1.87±0.77, 3.25±3.32, and 23.20±8.43, respectively). The differences are statistically significant (all P<0.01). There is no direct association between dyslexia and anxiety symptoms, while dyslexia has a direct link with depressive symptoms. Dyslexia could affect anxiety/depressive symptoms via the independent mediating effect of stress and the chain mediating effect of time spent on homework and stress. The total indirect effect is 0.21 and 0.25, respectively.

LIMITATIONS

The data used in our study is self-reported and this is a cross-sectional study.

CONCLUSIONS

Time spent on homework and stress could mediate the association between dyslexia and anxiety/depressive symptoms.

Memory performance following napping in habitual and non-habitual nappers

Study Objectives

Afternoon naps benefit memory but this may depend on whether one is a habitual napper (HN; ≥1 nap/week) or non-habitual napper (NN). Here, we investigated whether a nap would benefit HN and NN differently, as well as whether HN would be more adversely affected by nap restriction compared to NN.

Methods

Forty-six participants in the nap condition (HN-nap: n = 25, NN-nap: n = 21) took a 90-min nap (14:00–15:30 pm) on experimental days while 46 participants in the Wake condition (HN-wake: n = 24, NN-wake: n = 22) remained awake in the afternoon. Memory tasks were administered after the nap to assess short-term topographical memory and long-term memory in the form of picture encoding and factual knowledge learning respectively.

Results

An afternoon nap boosted picture encoding and factual knowledge learning irrespective of whether one habitually napped (main effects of condition (nap/wake): ps < 0.037). However, we found a significant interaction for the hippocampal-dependent topographical memory task (p = 0.039) wherein a nap, relative to wake, benefitted habitual nappers (HN-nap vs HN-wake: p = 0.003) compared to non-habitual nappers (NN-nap vs. NN-wake: p = 0.918). Notably for this task, habitual nappers’ performance significantly declined if they were not allowed to nap (HN-wake vs NN-wake: p = 0.037).

Conclusions

Contrary to concerns that napping may be disadvantageous for non-habitual nappers, we found that an afternoon nap was beneficial for long-term memory tasks even if one did not habitually nap. Naps were especially beneficial for habitual nappers performing a short-term topographical memory task, as it restored the decline that would otherwise have been incurred without a nap.

Clinical Trial Information

NCT04044885.

The Associations between Sleep Duration, Academic Pressure, and Depressive Symptoms among Chinese Adolescents: Results from China Family Panel Studies

Depressive symptoms are a common mental health problem among adolescents, which may affect their physical and mental health development and impose heavy burdens on individual families and society. This study aimed to examine the associations between sleep duration, academic pressure, and depressive symptoms among Chinese adolescents and to construct the mediation model to explore the mediating effect of sleep duration. The data are from the China Family Panel Studies (CFPS). Methodologically, the aforementioned associations were explored by constructing a structural equation model and applying multivariate multilevel logistic regression. In this study, we found that approximately 6.49% of the 3724 Chinese adolescents had depressive symptoms. Sleep duration of <6 h/night (OR = 2.39, 95%CI = 1.33-4.32) and high/maximum academic pressure (high: OR = 1.43, 95%CI = 1.02-1.99; maximum: OR = 2.43, 95%CI = 1.58-3.73) were both associated with an increased risk of depressive symptoms in adolescents. Meanwhile, the multiplicative interaction between sleep duration and academic pressure was significantly associated with depressive symptoms in adolescents (p < 0.001). The sleep duration played a partial mediating role in the relationship between academic pressure and depressive symptoms (a*b = 0.006, 95%BootCI = 0.001-0.012). Our study highlights that it is essential to mitigate the academic pressure of adolescents to increase their sleep duration and further reduce the occurrence of depressive symptoms by adopting corresponding preventive measures.

Cognitive effects of split and continuous sleep schedules in adolescents differ according to total sleep opportunity

STUDY OBJECTIVES

We compared the basic cognitive functions of adolescents undergoing split (nocturnal sleep + daytime nap) and continuous nocturnal sleep schedules when total sleep opportunity was either below or within the recommended range (i.e. 6.5 or 8 h).

METHODS

Adolescent participants (age: 15-19 year) in the 8-h split (n = 24) and continuous (n = 29) sleep groups were compared with 6.5-h split and continuous sleep groups from a previous study (n = 58). These protocols involved two baseline nights (9-h time-in-bed [TIB]), 5 nights of sleep manipulation, 2 recovery nights (9-h TIB), followed by a second cycle of sleep manipulation (3 nights) and recovery (2 nights). Cognitive performance, subjective sleepiness, and mood were evaluated daily; sleep was assessed using polysomnography.

RESULTS

Splitting 6.5 h of sleep with a mid-afternoon nap offered a boost to cognitive function compared to continuous nocturnal sleep. However, when total TIB across 24 h increased to 8 h, the split and continuous sleep groups performed comparably in tests evaluating vigilance, working memory, executive function, processing speed, subjective sleepiness, and mood.

CONCLUSIONS

In adolescents, the effects of split sleep on basic cognitive functions vary by the amount of total sleep obtained. As long as the total sleep opportunity across 24 h is within the recommended range, students may fulfill sleep requirements by adopting a split sleep schedule consisting of a shorter period of nocturnal sleep combined with a mid-afternoon nap, without significant impact on basic cognitive functions.

CLINICAL TRIAL REGISTRATION

NCT04044885.

Impact of pre-sleep habits on adolescent sleep: an Italian population-based study

OBJECTIVE

Several evidences demonstrate that pre-sleep habits may negatively impact adolescent sleep, yet few data exist on Italian population. This study aimed to investigate the relationship between pre-sleep habits, use of technology/activity and sleep in Italian adolescents.

METHODS

Self-report questionnaires including Italian version of School Sleep Habits Survey and use of technology/activity (eg smartphone, PC) at bedtime were administered to 972 adolescents (13-19 years) from Lombardia. We stratified the sample in five groups according to the age: Group I (13-14 years), Group II (15 years), Group III (16 years), Group IV (17 years), Group V (18-19 years).

RESULTS

Our descriptive analysis reveals a different sleep profile across age-groups: Group III showed highest percentage of bad sleep (26.7%) and frequent nocturnal awakenings (24.1%), Group V had the highest percentage of insufficient sleep (40,4%) and difficulty falling asleep (42.7%) and Group IV presented an elevated difficulty in waking up in the morning (70.1%). A significant negative correlation was found in total group between use of smartphone, internet and studying/doing homework and total sleep time. The use of smartphone, internet videogames, listening to music and studying/doing homework was positively associated with delayed bedtime.

CONCLUSIONS

This study confirms the great impact of pre-sleep habits, and in particular the use of technology on adolescent sleep. Our results demonstrate that sleep is strongly altered among Italian adolescents using electronic devices in evening. The type of technology may be related to specific sleep profile, emphasizing the importance of stratification analyses to identify associated factors to sleep problems.

Sleep Characteristics of Elite Youth Athletes: A Clustering Approach to Optimize Sleep Support Strategies

PURPOSE

Elite athletes experience chronic sleep insufficiency due to training and competition schedules. However, there is little research on sleep and caffeine use of elite youth athletes and a need for a more nuanced understanding of their sleep difficulties. This study aimed to (1) examine the differences in sleep characteristics of elite youth athletes by individual and team sports, (2) study the associations between behavioral risk factors associated with obstructive sleep apnea and caffeine use with sleep quality, and (3) characterize the latent sleep profiles of elite youth athletes to optimize the sleep support strategy.

METHODS

A group (N = 135) of elite national youth athletes completed a self-administered questionnaire consisting of the Pittsburgh Sleep Quality Index (PSQI) and questions pertaining to obstructive sleep apnea, napping behavior, and caffeine use. K-means clustering was used to characterize unique sleep characteristic subgroups based on PSQI components.

RESULTS

Athletes reported 7.0 (SD = 1.2) hours of sleep. Out of the total group, 45.2% of the athletes had poor quality sleep (PSQI global >5), with team-sport athletes reporting significantly poorer sleep quality than individual-sport athletes. Multiple logistic regression analysis indicated that sport type significantly correlated with poor sleep quality. The K-means clustering algorithm classified athletes' underlying sleep characteristics into 4 clusters to efficiently identify athletes with similar underlying sleep issues to enhance interventional strategies.

CONCLUSION

These findings suggest that elite youth team-sport athletes are more susceptible to poorer sleep quality than individual-sport athletes. Clustering methods can help practitioners characterize sleep-related problems and develop efficient athlete support strategies.

Secondary School Pupils' Mental Wellbeing Is Associated with Belonging to a Perceived Minority and Experiencing Discrimination

Adolescents' mental health is a global issue and there is a growing interest in tackling mental health in schools. The study aimed to assess secondary school pupils' mental wellbeing and the factors related to their mental wellbeing (sociodemographic characteristics, perception of belonging to a minority, and discrimination). Data were collected from 12-17-year-old pupils of a Finnish secondary school via an online questionnaire. Data were analyzed with descriptive statistics and ANOVA for group comparisons. Participants' (Ν = 114) mental wellbeing scores were above average (47.5, max. 70). Worse family relations were independently associated with worse mental wellbeing. Additionally, significantly lower scores on mental wellbeing were found among pupils who thought they belonged to a minority due to appearance, sexual orientation, and/or chronic disease. Participants who had experienced discrimination had significantly lower mental wellbeing scores in comparison to those who never had such an experience. In conclusion, mental health promotion interventions which promote good family relations should be targeting different youth groups in order to address their specific needs. Thus, screening programs which identify pupils who are at risk or belong to minority groups are needed, in order to direct them to proper services when needed and/or implement mental health promotion interventions accordingly.