Educational leaflets can be an effective first step in educating younger high school students about healthy sleep, with the method being more effective in female adolescents.
School system in which classes are scheduled 1 week in the morning and the other in the afternoon, and in which students rotate schedule every week, fosters sleep irregularity. In this study, we examined morningness-eveningness of adolescents who were involved in such schedule of school time and explored relationship between their circadian preferences and sleep characteristics. A large sample of 2287 students between the ages 11 and 18 years (52% girls) from 24 schools in Croatia was studied. The School Sleep Habits Survey was modified to enable differentiation of sleep patterns between the two school schedules and weekends. Two measures of ME were used: the Morningness-Eveningness Scale for Children (MESC) and mid-sleep time on weekends (MSFsc). Both measures showed a shift to eveningness starting between the ages 12 and 13 (MESC), or 13 and 14 (MSFsc). However, MESC demonstrated a plateau in the shift in older adolescent whereas MSFsc indicated further progress of phase delay. Significant differences in sleep timing and duration were found between three chronotype groups (Morning, Intermediate, and Evening). Generally, Evening types went to bed and woke up the latest in all situations. Their sleep duration was the shortest on school week with morning schedule. On weekends Morning types slept shorter than other two chronotype groups. On school week with afternoon schedule all chronotype groups slept close to the recommended 9 h. All three chronotype groups delayed their bedtimes and wake-up times, and extended their sleep in situations with fewer constraints on sleep timing (i.e. afternoon school schedule, and weekends versus morning school schedule). Expectedly, the evening types showed the greatest sleep irregularity. The findings of this study suggest that the Croatian school system fosters sleep irregularity, but provides more opportunity for fulfilling sleep need of all chronotype groups of adolescents. Age effects on morningness-eveningness observed in Croatian adolescent do not seem to be different from those observed in adolescents from other countries involved in a regular morning school schedule. Further studies are necessary to explore differences in the trend of shift towards eveningness found between the two measures of morningness-eveningness in this, as well as in other studies.
ObjectiveTo explore whether parents' engagement in shift work affects the sleep habits of their adolescent children who attend school in two shifts. Methods The data were drawn from an extensive survey of sleep and daytime functioning of adolescents attending school one week in the morning and the other in the afternoon. The participants were 1,386 elementary and high school students (11-18 years old) whose parents were both employed. The data were analyzed using MANOVA, with parents' work schedule, adolescents' gender and type of school as between-subject factors. Results Parents' working schedule significantly affected the sleep patterns of high school adolescents. When attending school in the morning, adolescents whose parents were both day workers woke up somewhat later than adolescents with one shiftworking parent. In addition, they slept longer than adolescents whose parents were both shift workers. On weekends, adolescents whose parents both worked during the day went to bed earlier than adolescents whose parents were both shiftworkers. They also had smaller bedtime delay on weekends with respect to both morning and afternoon shifts than adolescents for whom one or both parents worked shifts. A significant interaction between parents' working schedule, adolescents' gender and type of school was found for sleep extension on weekends after afternoon shift school. Conclusions Parental involvement in shift work has negative effects on the sleep of high school adolescents. It contributes to earlier wake-up time and shorter sleep in a week when adolescents attend school in the morning, as well as to greater bedtime irregularity. Resumo Objetivo
ABSTRACT— Daytime fatigue and lack of sleep seem to increase throughout adolescent years. Several environmental, psychological, and biological factors have been associated with the development of sleep across adolescence. The aim of the present article is to summarize these factors and to give examples of various outcomes in sleep patterns among adolescents studied in different cultural settings. It is obvious from earlier work that many adolescents have displaced circadian rhythms and lack of adaptation to school hours due to an early school start or additional burdens for work. Several interventions have aimed to help the adaptation process by supporting sleep processes and changing scheduling, in this way promoting classroom alertness. In summary, adolescents worldwide shorten their sleep due to schoolwork hours and additional work, especially by disturbing their sleep due to circadian misalignment.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.