Mellon Pamela, Montemurro Genevieve, Yang Samuel Sukmin, Sulz Lauren, Torrance Brian, Storey Kate
School of Public Health, University of Alberta, Edmonton, AB, Canada.
Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AB, Canada.
Health Educ J. 2024 Nov;83(7):796-808. doi: 10.1177/00178969241286660. Epub 2024 Sep 30.
Sleep deprivation is common among children and schools are ideal settings in which to influence children's sleep. Children spend a significant amount of time at school during key developmental periods, and programmes that influence students' well-being also benefit academic achievement. Comprehensive School Health (CSH) is an approach that prioritises school, home and community partnerships by supporting the development of health behaviours. However, sleep is often unaddressed in the school environment. The objective of this study was to integrate multiple partner perspectives to inform how to strengthen school-based sleep promotion using a CSH approach.
A secondary qualitative analysis of student aged 9-11 ( = 45), parent/guardian ( = 24) and teacher ( = 19) interviews from participants representing elementary (Kindergarten - Grade 6) schools and communities in Alberta, Canada was conducted. Data were examined using an framework in alignment with the four components of the CSH approach: social and physical environment, teaching and learning, policy and partnerships and services. Inductive content analysis was used to develop categories followed by subthemes within each CSH component.
Subthemes identified within each component were as follows: social and physical environment (culture of healthy sleep habits; students influence each other); teaching and learning (formally integrate sleep-specific learning into curricula; school, teacher and parents/guardian collaboration); policy (sleep-positive classroom policies) and partnerships and services (community partnerships; school-home collaboration).
This research identifies recommendations from student, parent/guardian and teacher interviews to inform and strengthen school-based sleep promotion when taking a CSH approach. Findings can support school partner efforts to foster a school culture (or ethos) of healthy sleep habits leading to improvements in student sleep behaviours.
睡眠剥夺在儿童中很常见，学校是影响儿童睡眠的理想场所。在关键发育阶段，儿童在学校度过大量时间，而影响学生幸福感的项目也有利于学业成绩。综合学校健康（CSH）是一种通过支持健康行为发展来优先考虑学校、家庭和社区伙伴关系的方法。然而，学校环境中睡眠问题常常未得到解决。本研究的目的是整合多个合作伙伴的观点，以了解如何采用CSH方法加强基于学校的睡眠促进。
对来自加拿大艾伯塔省小学（幼儿园至6年级）学校和社区的9至11岁学生（n = 45）、家长/监护人（n = 24）和教师（n = 19）的访谈进行二次定性分析。使用与CSH方法的四个组成部分相一致的框架来检查数据：社会和物理环境、教学与学习、政策与伙伴关系以及服务。采用归纳性内容分析法来形成类别，然后在每个CSH组成部分内确定子主题。
在每个组成部分中确定的子主题如下：社会和物理环境（健康睡眠习惯文化；学生相互影响）；教学与学习（将特定睡眠学习正式纳入课程；学校、教师和家长/监护人合作）；政策（支持睡眠的课堂政策）以及伙伴关系与服务（社区伙伴关系；家校合作）。
本研究从学生、家长/监护人和教师访谈中确定了相关建议，以便在采用CSH方法时为基于学校的睡眠促进提供信息并加以强化。研究结果可支持学校合作伙伴努力营造健康睡眠习惯的学校文化（或风气），从而改善学生的睡眠行为。
