Patricia Wong PhD , Lisa J. Meltzer PhD , David Barker PhD , Sarah M. Honaker PhD , Judith A. Owens MD, MPH , Jared M. Saletin PhD , Azizi Seixas PhD , Kyla L. Wahlstrom PhD , Amy R. Wolfson PhD , Mary A. Carskadon PhD
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Carskadon PhD","doi":"10.1016/j.sleh.2023.11.013","DOIUrl":null,"url":null,"abstract":"<div><h3>Objectives</h3><p>To test whether adolescents’ mental health during the COVID-19 pandemic is associated with the combination of their instructional approach(es) and their sleep patterns.</p></div><div><h3>Design</h3><p>Cross-sectional.</p></div><div><h3>Setting</h3><p>Adolescents were recruited through social media outlets in October and November 2020 to complete an online survey.</p></div><div><h3>Participants</h3><p>Participants were 4442 geographically and racially diverse, community-dwelling students (grades 6-12, 51% female, 36% non-White, 87% high schoolers).</p></div><div><h3>Measurements</h3><p><span>Participants completed items from the PROMIS Pediatric Depressive Symptoms and Anxiety scales. Participants reported their instructional approach(es), bedtimes, and wake times for each day in the past week. Participants were categorized into five combined instructional approach groups. Average sleep opportunity was calculated as the average time between bedtime and waketime. </span>Social jetlag was calculated as the difference between the average sleep midpoint preceding non-scheduled and scheduled days.</p></div><div><h3>Results</h3><p><span>Emotional distress was elevated in this sample, with a large proportion of adolescents reporting moderate-severe (T-score ≥ 65) levels of depressive symptoms (49%) and anxiety (28%). There were significant differences between instructional approach groups, such that adolescents attending all schooldays in-person reported the lowest depressive symptom and anxiety T-scores (</span><em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .012), but also the shortest sleep opportunity (<em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .077) and greatest social jetlag (<em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .037) of all groups. Adolescents attending school in person, with sufficient sleep opportunity (≥8-9 hours/night) and limited social jetlag (<2 hours) had significantly lower depressive (<em>η</em><sub><em>p</em></sub><sup>2</sup> = .014) and anxiety (<em>η</em><sub><em>p</em></sub><sup>2</sup> = .008) T-scores than other adolescents.</p></div><div><h3>Conclusions</h3><p>Prioritizing in-person education and promoting healthy sleep patterns (more sleep opportunity, more consistent sleep schedules) may help bolster adolescent mental health.</p></div>","PeriodicalId":48545,"journal":{"name":"Sleep Health","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The associations between instructional approach, sleep characteristics and adolescent mental health: Lessons from the COVID-19 pandemic\",\"authors\":\"Patricia Wong PhD , Lisa J. 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Participants reported their instructional approach(es), bedtimes, and wake times for each day in the past week. Participants were categorized into five combined instructional approach groups. Average sleep opportunity was calculated as the average time between bedtime and waketime. </span>Social jetlag was calculated as the difference between the average sleep midpoint preceding non-scheduled and scheduled days.</p></div><div><h3>Results</h3><p><span>Emotional distress was elevated in this sample, with a large proportion of adolescents reporting moderate-severe (T-score ≥ 65) levels of depressive symptoms (49%) and anxiety (28%). There were significant differences between instructional approach groups, such that adolescents attending all schooldays in-person reported the lowest depressive symptom and anxiety T-scores (</span><em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .012), but also the shortest sleep opportunity (<em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .077) and greatest social jetlag (<em>P</em> < .001, <em>η</em><sub><em>p</em></sub><sup>2</sup> = .037) of all groups. Adolescents attending school in person, with sufficient sleep opportunity (≥8-9 hours/night) and limited social jetlag (<2 hours) had significantly lower depressive (<em>η</em><sub><em>p</em></sub><sup>2</sup> = .014) and anxiety (<em>η</em><sub><em>p</em></sub><sup>2</sup> = .008) T-scores than other adolescents.</p></div><div><h3>Conclusions</h3><p>Prioritizing in-person education and promoting healthy sleep patterns (more sleep opportunity, more consistent sleep schedules) may help bolster adolescent mental health.</p></div>\",\"PeriodicalId\":48545,\"journal\":{\"name\":\"Sleep Health\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.4000,\"publicationDate\":\"2024-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Sleep Health\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2352721823002954\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"CLINICAL NEUROLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Sleep Health","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2352721823002954","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
The associations between instructional approach, sleep characteristics and adolescent mental health: Lessons from the COVID-19 pandemic
Objectives
To test whether adolescents’ mental health during the COVID-19 pandemic is associated with the combination of their instructional approach(es) and their sleep patterns.
Design
Cross-sectional.
Setting
Adolescents were recruited through social media outlets in October and November 2020 to complete an online survey.
Participants
Participants were 4442 geographically and racially diverse, community-dwelling students (grades 6-12, 51% female, 36% non-White, 87% high schoolers).
Measurements
Participants completed items from the PROMIS Pediatric Depressive Symptoms and Anxiety scales. Participants reported their instructional approach(es), bedtimes, and wake times for each day in the past week. Participants were categorized into five combined instructional approach groups. Average sleep opportunity was calculated as the average time between bedtime and waketime. Social jetlag was calculated as the difference between the average sleep midpoint preceding non-scheduled and scheduled days.
Results
Emotional distress was elevated in this sample, with a large proportion of adolescents reporting moderate-severe (T-score ≥ 65) levels of depressive symptoms (49%) and anxiety (28%). There were significant differences between instructional approach groups, such that adolescents attending all schooldays in-person reported the lowest depressive symptom and anxiety T-scores (P < .001, ηp2 = .012), but also the shortest sleep opportunity (P < .001, ηp2 = .077) and greatest social jetlag (P < .001, ηp2 = .037) of all groups. Adolescents attending school in person, with sufficient sleep opportunity (≥8-9 hours/night) and limited social jetlag (<2 hours) had significantly lower depressive (ηp2 = .014) and anxiety (ηp2 = .008) T-scores than other adolescents.
Conclusions
Prioritizing in-person education and promoting healthy sleep patterns (more sleep opportunity, more consistent sleep schedules) may help bolster adolescent mental health.
期刊介绍：
Sleep Health Journal of the National Sleep Foundation is a multidisciplinary journal that explores sleep''s role in population health and elucidates the social science perspective on sleep and health. Aligned with the National Sleep Foundation''s global authoritative, evidence-based voice for sleep health, the journal serves as the foremost publication for manuscripts that advance the sleep health of all members of society.The scope of the journal extends across diverse sleep-related fields, including anthropology, education, health services research, human development, international health, law, mental health, nursing, nutrition, psychology, public health, public policy, fatigue management, transportation, social work, and sociology. The journal welcomes original research articles, review articles, brief reports, special articles, letters to the editor, editorials, and commentaries.
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