Magnúsdóttir Ingibjörg, Magnúsdóttir Sólveig, Gunnlaugsdóttir Auður Karen, Hilmisson Hugi, Hrólfsdóttir Laufey, Eiriksdóttir Anna Eyfjörd
Akureyri Junior College, Akureyri, Iceland.
University of Akureyri, Akureyri, Iceland.
Sleep Breath. 2025 Jan 16;29(1):81. doi: 10.1007/s11325-024-03238-3.
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.
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.
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.
Teacher-lead sleep-education and mindfulness program can improve TST and SJL in adolescence.
青少年的睡眠常常受到影响，这会对他们的健康和生活质量产生不利影响。本试点研究旨在评估实施简短行为和睡眠卫生教育并结合正念干预是否会对青少年的睡眠健康产生积极影响。
在这项基于社区的非随机队列研究中，参与者自愿加入干预组（IG）或对照组（CG）。使用经美国食品药品监督管理局（FDA）批准/符合欧盟医疗器械法规（CE-2862）的家用睡眠测试，在常规学校日程安排的3个上学日晚上和2个非上学日晚上记录睡眠情况，并通过问卷评估昼夜节律类型、嗜睡程度、失眠、焦虑和抑郁症状。为期四周的干预包括睡眠卫生教育、每周两次、每次一小时的正念和呼吸练习。数据于2023年2月最后一周和3月前两周收集，并在干预后重复收集。
55名参与者完成了研究，干预组（86%）和对照组（77%）。平均年龄为17.3岁，严重社会时差（SJL）的患病率为72%。与完成研究的参与者相比，在基线数据收集后退出参与的参与者（n = 10，均为女性，3名干预组/7名对照组）比干预组和对照组更嗜睡（分别增加2.6，p = 0.04；增加3.8，p = 0.001），有更多失眠症状（分别增加3.8，p = 0.002；增加4.7，p < 0.0001）和抑郁症状（分别增加16.7，p < 0.0001；增加19.6，p < 0.0001），且报告为更晚的昼夜节律类型（分别提前18.2，p < 0.0001；提前13.1，p < 0.0001）。与对照组相比，干预组平均入睡时间提前（32分钟；p = 0.030），社会时差缩短（37分钟；p = 0.011），总睡眠时间增加（29分钟；p = 0.088）。干预后，干预组和对照组的平均睡眠时长无显著差异。对基线时患有严重社会时差（> 2小时）的参与者进行分层分析；1）有反应者（61%）在非上学日晚上入睡时间提前（96分钟），社会时差缩短（103分钟；p < 0.001）；2）无反应者（39%）在上学日晚上和非上学日晚上睡眠时间增加（分别为36分钟和63分钟），但仍维持严重社会时差状态。
教师主导的睡眠教育和正念计划可改善青少年的总睡眠时间和社会时差。
