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Objectives <p>Sleep is often compromised in adolescents, affecting their health and quality of life. This pilot-study was conducted to evaluate if implementing brief-behavioral and sleep-hygiene education with mindfulness intervention may positively affect sleep-health in adolescents.</p> Method <p>Participants in this community-based non-randomized cohort-study volunteered for intervention (IG)- or control-group (CG). Sleep was recorded during regular school-schedule for 3-school-nights and 2-non-school-nights with an FDA-cleared/EU-Medical Device Regulation&#xa0;(CE-2862) compliant home sleep test, and Questionnaires were utilized to evaluate chronotype, sleepiness, insomnia-, anxiety- and depression-symptoms. The four-week intervention included sleep-hygiene education, mindfulness- and breathing-practices for one-hour, twice weekly. Data was collected during the last-week of February and first two-weeks of March 2023 and repeated after intervention.</p> Results <p>Fifty-five participants completed the study, IG (86%) and CG (77%). Average age was 17.3-years and prevalence of severe social-jetlag (SJL) 72%.</p> <p>Participants who quit participation (<i>n</i> = 10) after baseline data-collection all females (3-IG/7-CG) in comparison to participants who completed the study were sleepier&#xa0;than the IG and CG (+ 2.6-<i>p</i> = 0.04; + 3.8-<i>p</i> = 0.001), with more symptoms of insomnia- (+ 3.8-<i>p</i> = 0.002; + 4.7-<i>p</i> &lt; 0.0001), and depression (+ 16.7-<i>p</i> &lt; 0.0001; + 19.6-<i>p</i> &lt; 0.0001), and report being later-chronotypes, (-18.2, <i>p</i> &lt; 0.0001;-13.1, <i>p</i> &lt; 0.0001).</p> <p>On average the IG advanced sleep-onset (32-min; <i>p</i> = 0.030), decreased SJL (37-min; <i>p</i> = 0.011) and increased total sleep time (TST, 29-min; <i>p</i> = 0.088)&#xa0;compared to the CG. Average sleep duration did not differ significantly comparing IG and CG after intervention.</p> <p>Stratifying participants with severe SJL (&gt; 2-h) at baseline; 1) responders (61%) advanced sleep-onset on non-school-nights (96-min) and decreased SJL (103-min; <i>p</i> &lt; 0.001) 2) non-responders (39%) increased sleep-duration on school-nights (36-min) and non-school-nights (63-min) but maintained severe-SJL.</p> Conclusion <p>Teacher-lead sleep-education and mindfulness program can improve TST and SJL in adolescence.</p>

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Efficacy of brief behavioral and sleep hygiene education with mindfulness intervention on sleep, social jetlag and mental health in adolescence: a pilot study

  • 期刊论文

  • 发表日期：

    2025年1月16日

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  • Ingibjörg Magnúsdóttir,
  • Sólveig Magnúsdóttir,
  • Auður Karen Gunnlaugsdóttir,
  • Hugi Hilmisson,
  • Laufey Hrólfsdóttir,
  • Anna Eyfjörd Eiriksdóttir

摘要

Objectives

Sleep is often compromised in adolescents, affecting their health and quality of life. This pilot-study was conducted to evaluate if implementing brief-behavioral and sleep-hygiene education with mindfulness intervention may positively affect sleep-health in adolescents.

Method

Participants in this community-based non-randomized cohort-study volunteered for intervention (IG)- or control-group (CG). Sleep was recorded during regular school-schedule for 3-school-nights and 2-non-school-nights with an FDA-cleared/EU-Medical Device Regulation (CE-2862) compliant home sleep test, and Questionnaires were utilized to evaluate chronotype, sleepiness, insomnia-, anxiety- and depression-symptoms. The four-week intervention included sleep-hygiene education, mindfulness- and breathing-practices for one-hour, twice weekly. Data was collected during the last-week of February and first two-weeks of March 2023 and repeated after intervention.

Results

Fifty-five participants completed the study, IG (86%) and CG (77%). Average age was 17.3-years and prevalence of severe social-jetlag (SJL) 72%.

Participants who quit participation (n = 10) after baseline data-collection all females (3-IG/7-CG) in comparison to participants who completed the study were sleepier than the IG and CG (+ 2.6-p = 0.04; + 3.8-p = 0.001), with more symptoms of insomnia- (+ 3.8-p = 0.002; + 4.7-p < 0.0001), and depression (+ 16.7-p < 0.0001; + 19.6-p < 0.0001), and report being later-chronotypes, (-18.2, p < 0.0001;-13.1, p < 0.0001).

On average the IG advanced sleep-onset (32-min; p = 0.030), decreased SJL (37-min; p = 0.011) and increased total sleep time (TST, 29-min; p = 0.088) compared to the CG. Average sleep duration did not differ significantly comparing IG and CG after intervention.

Stratifying participants with severe SJL (> 2-h) at baseline; 1) responders (61%) advanced sleep-onset on non-school-nights (96-min) and decreased SJL (103-min; p < 0.001) 2) non-responders (39%) increased sleep-duration on school-nights (36-min) and non-school-nights (63-min) but maintained severe-SJL.

Conclusion

Teacher-lead sleep-education and mindfulness program can improve TST and SJL in adolescence.