Adolescents present with sleep timing delay, irregular sleep-wake (SW) schedules and short sleep duration (<7 h) on school days, all resulting from biological and behavioral factors. To minimize this, we evaluated the effect of a school-based sleep hygiene program on the SW cycle, sleep quality and sleepiness in 58 Brazilian adolescent students. The sleep hygiene program lasted a week and consisted of a daily 50 min activity, such as a sleep physiology class, constructing a sleep ontogeny map, discussing the causes and consequences of adolescent short sleep duration and a quiz about sleep hygiene statements. After this, the students showed a reduction in their index of sleep irregularity (represented by standard deviation from bedtime), their sleep latency decreased and their nap-wake up schedule advanced. Their sleep quality and daytime sleepiness showed no difference. The program was effective in reducing sleep irregularity and latency and advancing nap awaking but could be improved and extended to a larger sample to achieve a better evaluation.

ABSTRACT— Early morning school schedules are in the opposite direction to the sleep–wake cycle in adolescence and early adulthood. This conflict leads to sleep deprivation and irregular patterns whose consequences are scarcely explored. This article discusses the effects of three educational experiences with high school students, parents, teachers, and medical students. The first experience was developed with high school students in Natal, Brazil, to determine whether sleep habits would improve with increased awareness. Positive effects were observed in some aspects of sleep knowledge and practices. In the second experience in Atlanta, GA, sleep education activities were presented to middle and high school teachers, parents, and students to emphasize the importance of sleep. In the third program in Murcia, Spain, undergraduate medical students were introduced to chronobiology of sleep by a practical exercise that pointed out to what extent they shared most of adolescent sleep characteristics. Educational chronobiological experiences about sleep are essential to develop healthy sleep habits in the general population, particularly in students.

The aim of this study was to characterize the sleep-wake cycle, daytime sleepiness and sleep quality of high school teachers. Ninety-eight high school teachers participated in this study. They were asked to complete the Health and Sleep, Horne & Ostberg, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index questionnaires and to keep a 14-day sleep diary. This study showed that high-school teachers wake up on average 1 h 12 min earlier (ANOVA; p < 0.05) and go to bed on average 34 min earlier (ANOVA; p < 0.05) during the week than on the weekend. This results in an average of 42 min less time in bed (ANOVA; p < 0.05) on weekdays and characterizes partial sleep deprivation. Moreover, 46% and 51% of teachers were diagnosed with excessive daytime sleepiness and poor sleep quality (χ2; p > 0.05), respectively. Therefore, high-school teachers show characteristics of partial sleep deprivation that may contribute to excessive daytime sleepiness and poor sleep quality. This situation may compromise health and quality of life, in addition to teaching performance that can affect the education of their students.

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.

Objectives:The aim of this systematic review was to summarize the evidence on the associations between the sleep duration or sleep quality and cardiorespiratory and muscular fitness in children and adolescents aged 6-19 years. Material and Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) and was registered with the international prospective register of systematic reviews PROSPERO network. Three databases (PubMed, SPORTDiscus and Science Direct) were searched until October 2019 for scientific articles concerning sleep duration, sleep quality and physical fitness. Results: Six articles, including 5797 participants, from 11 different countries, were included in the current systematic review. Conclusion: Longer periods of sleep and better sleep quality were associated with higher levels of physical fitness.