University of South Australia, Adelaide, South Australia, Australia.
Br J Educ Psychol. 2023 Dec;93(4):1146-1170. doi: 10.1111/bjep.12624. Epub 2023 Jul 6.
Boarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well-being.
To explore how boarders' sleep differs from that of their day-student peers, and how this relates to psychological well-being.
309 students (59 boarding students and 250 day-students, at one Adelaide school) completed the School Sleep Habits Survey, Depression-Anxiety-Stress-Scale-21 (DASS-21), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups.
Boarding students, compared to day-students reported 40 minutes more sleep per weeknight (p < .001), with earlier sleep onset (p = .026), and later wake-up (p = .008) times. No significant differences were observed between boarding' and day-students' DASS-21 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well-being in both boarding and day-students. Additionally, in boarding students, low homesickness-loneliness and homesickness-ruminations further predicted psychological well-being. Thematic analysis of boarding students' focus group responses revealed that night-time routine, and restricting technology use at night facilitated sleep.
This study supports - in both boarding and day-students - the importance of sleep for adolescent well-being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night-time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well-being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students.
寄宿学生在入学时面临着独特的挑战，包括：适应一个新的环境，在那里他们与家人、朋友和文化分离，每年长达 40 周。一个特别的挑战是睡眠。另一个挑战是应对寄宿生活的需求，以及其对心理健康的潜在影响。
探讨寄宿生的睡眠与走读生的睡眠有何不同，以及这与心理健康有何关系。
在阿德莱德的一所学校，309 名学生（59 名寄宿生和 250 名走读生）完成了学校睡眠习惯调查、抑郁-焦虑-压力量表-21（DASS-21）和繁荣量表。寄宿生还填写了乌得勒支思乡量表。13 名寄宿学生通过焦点小组描述了在寄宿生活中的睡眠体验。
与走读生相比，寄宿生报告每周晚睡 40 分钟（p<0.001），入睡时间更早（p=0.026），起床时间更晚（p=0.008）。在 DASS-21 评分方面，寄宿生和走读生之间没有显著差异。分层回归显示，在寄宿生和走读生中，工作日总睡眠时间更长与更高的心理健康水平相关。此外，在寄宿学生中，低思乡-孤独感和思乡-沉思进一步预测了心理健康。对寄宿学生焦点小组回答的主题分析显示，夜间常规和夜间限制使用技术有助于睡眠。
这项研究支持了睡眠对青少年幸福感的重要性，无论是在寄宿生还是走读生中都是如此。睡眠卫生在寄宿学生的睡眠中起着重要作用，特别是：规律的夜间常规和夜间限制使用技术。最后，这些发现表明，睡眠不佳和思乡对寄宿学生的心理健康有不利影响。这项研究强调了在寄宿学生中推广睡眠卫生和减少思乡的策略的重要性。
