Helping students & children get enough sleep

October, 2011

Simple interventions can help college students improve their sleep. Regular sleep habits are important for young children. Sleep deprivation especially affects performance on open-ended problems.

One survey of nearly 200 undergraduate college students who were not living with a parent or legal guardian found that 55% reported getting less than seven hours sleep. This is consistent with other surveys. The latest study confirms such a result, but also finds that students tend to think their sleep quality is better than it is (70% of students surveyed described their sleep as "fairly good" or better). It’s suggested that this disconnect arises from students making comparisons in an environment where poor sleep is common — even though they realized, on being questioned, that poor sleep undermined their memory, concentration, class attendance, mood, and enthusiasm.

None of this is surprising, of course. But this study did something else — it tried to help.

The researchers launched a campuswide media campaign consisting of posters, student newspaper advertisements and a "Go to Bed SnoozeLetter", all delivering information about the health effects of sleep and tips to sleep better, such as keeping regular bedtime and waking hours, exercising regularly, avoiding caffeine and nicotine in the evening, and so on. The campaign cost less than $2,500, and nearly 10% (90/971) said it helped them sleep better.

Based on interviews conducted as part of the research, the researchers compiled lists of the top five items that helped and hindered student sleep:

Helpers

  • Taking time to de-stress and unwind
  • Creating a room atmosphere conducive to sleep
  • Being prepared for the next day
  • Eating something
  • Exercising

Hindrances

  • Dorm noise
  • Roommate (both for positive/social reasons and negative reasons)
  • Schoolwork
  • Having a room atmosphere not conducive to sleep
  • Personal health issues

In another study, this one involving 142 Spanish schoolchildren aged 6-7, children who slept less than 9 hours and went to bed late or at irregular times showed poorer academic performance. Regular sleep habits affected some specific skills independent of sleep duration.

69% of the children returned home after 9pm at least three evenings a week or went to bed after 11pm at least four nights a week.

And a recent study into the effects of sleep deprivation points to open-ended problem solving being particularly affected. In the study, 35 West Point cadets were given two types of categorization task. The first involved cate­gorizing drawings of fictional animals as either “A” or “not A”; the second required the students to sort two types of fic­tional animals, “A” and “B.” The two tests were separated by 24 hours, during which half the students had their usual night’s sleep, and half did not.

Although the second test required the students to learn criteria for two animals instead of one, sleep deprivation impaired performance on the first test, not the second.

These findings suggest the fault lies in attention lapses. Open-ended tasks, as in the first test, require more focused attention than those that offer two clear choices, as the second test did.

News reports on sleep deprivation are collated here.

Reference: 

[2521] Orzech KM, Salafsky DB, Hamilton LA. The State of Sleep Among College Students at a Large Public University. Journal of American College Health [Internet]. 2011 ;59:612 - 619. Available from: http://www.tandfonline.com/doi/abs/10.1080/07448481.2010.520051

[2515] Cladellas R, Chamarro A, del Badia MM, Oberst U, Carbonell X. Efectos de las horas y los habitos de sueno en el rendimiento academico de ninos de 6 y 7 anos: un estudio preliminarEffects of sleeping hours and sleeping habits on the academic performance of six- and seven-year-old children: A preliminary study. Cultura y Educación. 2011 ;23(1):119 - 128.

Maddox WT; Glass BD; Zeithamova D; Savarie ZR; Bowen C; Matthews MD; Schnyer DM. The effects of sleep deprivation on dissociable prototype learning systems. SLEEP 2011;34(3):253-260.

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