Dataset Information

The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents.

ABSTRACT: Adolescents' school experience can be developmentally related to adolescents' sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents' school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies were assessed. For this purpose, 542 Italian adolescents (55.2% females, mean age 15.6 years) wore an actigraph for one week. After the actigraphic assessment, questionnaires on educational identity and school performance were administered. Results showed that short sleep-duration, later bedtime during weekdays and weekends, and a higher amount of social jetlag were negatively associated with school performance. Furthermore, adolescents who did not use any sleep-recovery strategy during the weekend presented lower levels of educational in-depth exploration compared to adolescents with higher levels of catch-up sleep but not social jetlag. These data pointed out a potentially detrimental role of social jetlag on school performance and differences in identity processes between adolescents who used and those who did not use sleep-recovery strategies, which could affect adolescents' psychosocial adjustment.

SUBMITTER: Bacaro V

PROVIDER: S-EPMC9954600 | biostudies-literature | 2023 Jan

REPOSITORIES: biostudies-literature

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The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents.

Bacaro Valeria V Andreose Alice A Grimaldi Martina M Natale Vincenzo V Tonetti Lorenzo L Crocetti Elisabetta E

Brain sciences 20230120 2

Adolescents' school experience can be developmentally related to adolescents' sleep. This study aimed to understand how sleep patterns (i.e., sleep duration and sleep-schedule) and weekend sleep-recovery strategies (i.e., social jetlag and weekend catch-up sleep) are associated with adolescents' school experience (i.e., educational identity and school performance). Moreover, the differences in the school experiences between adolescents with different numbers of weekend-sleep-recovery strategies ...[more]

PMID: 36831721

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Project description:ImportanceSleep is a resource that has been associated with health and well-being; however, sleep insufficiency is common among adolescents.ObjectiveTo examine how delaying school start time is associated with objectively assessed sleep duration, timing, and quality in a cohort of adolescents.Design, setting, and participantsThis observational cohort study took advantage of district-initiated modifications in the starting times of 5 public high schools in the metropolitan area of Minneapolis and St Paul, Minnesota. A total of 455 students were followed up from grade 9 (May 3 to June 3, 2016) through grade 11 (March 15 to May 21, 2018). Data were analyzed from February 1 to July 24, 2019.ExposuresAll 5 participating schools started early (7:30 am or 7:45 am) at baseline (2016). At follow-up 1 (2017) and continuing through follow-up 2 (2018), 2 schools delayed their start times by 50 and 65 minutes, whereas 3 comparison schools started at 7:30 am throughout the observation period.Main outcomes and measuresWrist actigraphy was used to derive indices of sleep duration, timing, and quality. With a difference-in-difference design, linear mixed-effects models were used to estimate differences in changes in sleep time between delayed-start and comparison schools.ResultsA total of 455 students were included in the analysis (among those identifying sex, 225 girls [49.5%] and 219 boys [48.1%]; mean [SD] age at baseline, 15.2 [0.3] years). Relative to the change observed in the comparison schools, students who attended delayed-start schools had an additional mean 41 (95% CI, 25-57) objectively measured minutes of night sleep at follow-up 1 and 43 (95% CI, 25-61) at follow-up 2. Delayed start times were not associated with falling asleep later on school nights at follow-ups, and students attending these schools had a mean difference-in-differences change in weekend night sleep of -24 (95% CI, -51 to 2) minutes from baseline to follow-up 1 and -34 (95% CI, -65 to -3) minutes from baseline to follow-up 2, relative to comparison school participants. Differences in differences for school night sleep onset, weekend sleep onset latency, sleep midpoints, sleep efficiency, and the sleep fragmentation index between the 2 conditions were minimal.Conclusions and relevanceThis study found that delaying high school start times could extend adolescent school night sleep duration and lessen their need for catch-up sleep on weekends. These findings suggest that later start times could be a durable strategy for addressing population-wide adolescent sleep deficits.

Dataset Information

The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents.

Publications

The Association between Sleep Patterns, Educational Identity, and School Performance in Adolescents.

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