Search

Objectives: This case study examined multi-level social-ecological supports in promoting well-being through college students impacted by one of the deadliest wildfires in U.S. history. Participants: College students attending a large public university were surveyed (N = 354, M[subscript age] = 22.7, 76.2% female, 61% white).Methods: Measures included demographics, individual factors (mindfulness, sleep problems), social support (emotional support, family support, and friendship), and sense of community. Multiple linear regression models on well-being were constructed. Results: Findings indicated that mindfulness, sleep disturbances, emotional support, family support, number of close friends, and sense of community were significant predictors of well-being. Conclusion: Findings highlight the importance of universities in proactively bolstering critical social-ecological needs of college students living in communities vulnerable to climate-change accelerated environmental disasters.

Objective: The COVID-19 pandemic's effects on college student mental health and its underlying mechanisms are not fully understood. Although necessary, physical distancing abruptly restricts interaction with environmental rewards and disrupts sleep patterns, both of which may contribute to psychological symptoms (eg, depression and anhedonia). This study explored differences in psychological symptoms, reward exposure and responsiveness, and sleep before versus during the pandemic. Methods: Eighty-seven college students completed baseline questionnaires and a one-week daily diary paradigm. The sample was divided into two groups based on data collection before (pre-) or after (post-COVID-19) implementation of state-wide COVID-19 physical distancing measures. Results: Findings highlight higher anhedonia, decrements in exposure to social, professional, and exercise related rewards, lower anticipatory reward responsiveness, and lower sleep efficiency among college students during the initial months of the pandemic. Conclusions: Findings suggest anhedonia, reward system functioning, and sleep may be important targets to mitigate against college student mental health sequelae during COVID-19.

Background: Suicide is a leading cause of death for adolescents, and school connectedness is a potential, modifiable protective factor for suicide. We sought to examine if school connectedness protected against suicide among high school students and if potential moderators affected the relationship between school connectedness and suicide. Methods: We searched online databases (PubMed, EMBASE, CINAHL, and PsycINFO) on December 12, 2021, for studies that examined the effects of school connectedness on suicide among high school students. Results: This systematic review identified 34 studies that examined the effects of school connectedness on adolescent suicidality. Results indicated mixed findings of school connectedness on suicidality. Among studies that assessed a suicide ideation outcome, 73.3% found that school connectedness protected against suicide. Among studies that assessed a suicide attempts outcome, 50% found that school connectedness protected against suicide. Most included studies did not control for notable variables in their final models, such as sleep, impulsivity, substance use, or depression. No studies examined moderators of school connectedness and suicide. Conclusions: School connectedness is somewhat protective of suicidality, and more protective of suicidal ideation than suicide attempts. Researchers should examine the construct of school connectedness among modern youth to better understand school connectedness and suicide.

This cross-sectional study explored the relationship between 24-hour movement behaviors and executive function (EF) in preschool children. A total of 426 Han Chinese preschoolers (231 males; 3.8 ± 0.6 years old) from Zhuhai, Guangdong Province, China were selected from October 2021 to December 2021. Accelerometers were used to measure physical activity (PA) and sedentary behavior (SB), while sleep duration was obtained via a parent-report questionnaire. Components of EF (cognitive flexibility, inhibitory control, and working memory) were assessed using computerized behavioral tasks. The daily composition was significantly associated with inhibitory control and working memory. Inhibitory control improvements were linked to the addition of moderate-to-vigorous physical activity (MVPA) at the expense of SB and sleep. The reallocation between MVPA, SB, sleep, and light physical activity yielded a significant association with working memory.

For undergraduate students, excessive screen time is associated with poorer mental health and greater perceived stress. Objective: The purpose of the present investigation was to determine the potential moderating influence of physical activity and sleep on the relationship between screen time and stress. Participants & Methods: A cross-sectional sample of 513 undergraduate students between Fall 2017 & Spring 2020 were given a questionnaire to assess perceived stress level, physical activity engagement, screen time, and sleep. Results: Stepwise hierarchical regression analyses identified that screen time, sleep, and the three-way interaction between screen time, sleep, and physical activity were associated with stress. Post-hoc decomposition revealed that higher levels of physical activity and sleep both mitigated the relationship between screen time and stress. Conclusions: Findings suggest that modifiable health behaviors such as physical activity and sleep may be important factors for managing the negative effects of screen time on stress in college-aged adults.

This paper examines the link between cognitive processes and superior performance in contemporary dance. In the first study, thirty-six participants (professional dancers, nonprofessional dancers, and non-dancers) carried out a task in which they were asked to reproduce a sequence of dance steps while being recorded on a camcorder. Analysis revealed a significant effect of skill and task difficulty on performance. Performance correlated with individual practice, group practice, rehearsing hours, sleep, concentration, enjoyment, dyslexia, and height, but not handedness. In the second study, the same group of participants augmented by 26 participants (a total of 62 participants) completed a questionnaire. There were skill differences on deliberate practice, sleep, concentration, enjoyment of dance tasks, dyslexia, handedness, and gender differences on group practice and height. Overall, the results suggest that both practice and talent play a role in the acquisition of expertise in contemporary dance.

Objective: To examine the association between vaping and health behaviors (physical activity, fruit and vegetable consumption, sleep, cigarette use, alcohol consumption) and mental health among college students. Methods: Socio-demographic characteristics, vaping, health behaviors, perceived stress, and depressive symptoms of undergraduates enrolled at a large university located in the Northeast of the United States were assessed via an online survey. Results: Of all participants (n = 1775), less than a fifth (n = 314, 17.7%) reported any vaping in the past month. More men reported vaping than women (23.2% vs. 14.5%). Those who vaped reported fewer nights of restful sleep and greater alcohol consumption. Those who smoked and binge drank were more likely to report vaping. Perceived stress was greater among women who vaped, and depressive symptoms were greater among those who vaped regardless of gender. Conclusions: Vaping was associated with smoking, alcohol consumption, and poorer mental health among young adults.

People often change their evaluations upon learning about their peers' evaluations, i.e., social learning. Given sleep's vital role in consolidating daytime experiences, sleep may facilitate social learning, thereby further changing people's evaluations. Combining a social learning task and the sleep-based targeted memory reactivation technique, we asked whether social learning-induced evaluation updating can be modulated during sleep. After participants had indicated their initial evaluation of snacks, they learned about their peers' evaluations while hearing the snacks' spoken names. During the post-learning non-rapid-eye-movement sleep, we re-played half of the snack names (i.e., cued snack) to reactivate the associated peers' evaluations. Upon waking up, we found that the social learning-induced evaluation updating further enlarged for both cued and uncued snacks. Examining sleep electroencephalogram (EEG) activity revealed that cue-elicited delta-theta EEG power and the overnight N2 sleep spindle density predicted post-sleep evaluation updating for cued but not for uncued snacks. These findings underscore the role of sleep-mediated memory reactivation and the associated neural activity in supporting social learning-induced evaluation updating.

Targeted Memory Reactivation (TMR) is a noninvasive tool to manipulate memory consolidation during sleep. TMR builds on the brain's natural processes of memory reactivation during sleep and aims to facilitate or bias these processes in a certain direction. The basis of this technique is the association of learning content with sensory cues, such as odors or sounds, that are presented during subsequent sleep to promote memory reactivation. Research on TMR has drastically increased over the last decade with rapid developments. The aim of the present review is to highlight the most recent advances of this research. We focus on effects of TMR on the strengthening of memories in the declarative, procedural and emotional memory domain as well as on ways in which TMR can be used to promote forgetting. We then discuss advanced technical approaches to determine the optimal timing of TMR within the ongoing oscillatory activity of the sleeping brain as well as the specificity of TMR for certain memory contents. We further highlight the specific effects of TMR during REM sleep and in influencing dream content. Finally, we discuss recent evidence for potential applications of TMR for mental health, educational purposes and in the home setting. In conclusion, the last years of research have provided substantial advances in TMR that can guide future endeavors in research and application.

Purpose: Here, we examine the possibility that memory consolidation during a period of postpractice rest or nocturnal sleep can bolster speech motor learning in the absence of additional practice or effort. Method: Using web-administered experiments, 74 typical, American English talkers trained in a nonnative vowel contrast then had a 12-hr delay with (SLEEP) or without nocturnal sleep (REST) or proceeded immediately (IMMEDIATE) to a posttraining production assessment. For ecological validity, 51 native Danish talkers perceptually identified the American English talkers' productions. Results: We observed that practice resulted in productions that were more acoustically similar to the Danish target. In addition, we found that rest in the absence of further practice reduced the token-to-token variability of the productions. Last, for vowels produced immediately following training, listeners more accurately identified vowels in the trained context, whereas in the untrained context, listener accuracy improved only for vowels produced by talkers who slept. Conclusions: A single session of speech motor training promotes observable change to speech production behavior. Specifically, practice facilitates acoustic similarity to the target. Moreover, although a 12-hr postpractice period of rest appears to promote productions that are less variable, only the productions of those who slept are perceived as more accurate by listeners. This may point to sleep's role in contextualizing the acoustic goal of the production to the learner's own vocal tract and its role as a protective mechanism during learning. These results are unaccounted for under existing models and offer potential for future educational and clinical applications to maximize speech motor learning.

Elementary education is critical as it lays the foundation for learning, critical thinking, social and emotional development, individual growth, and self-confidence. Hence, studying the elementary students' educational progress is immensely important. This manuscript aims to investigate the factors that impact elementary students' academic performance, predict their academic performance, and use the above factors to identify the student's appropriate skilled level group based on their academic performance. In this study, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) score, a measurement to assess students' early literacy skills for K-6 graders, is used to quantify students' academic performance. A sample of 185 first and second graders and their features, including student's BMI (body mass index), amount of time the student spends watching television, student's gender, number of hours that a student sleeps each night, amount of time that the student spends reading books, student's race, and amount of time that the student spends on physical activity are used. Based on the regression analysis, second graders' academic performances are significantly impacted by their BMI values ([beta] = - 4.002, p < 0.05) and the amount of time students spend reading books ([beta] = 29.14, p < 0.05). The first graders' academic performances are significantly impacted by the amount of sleeping time ([beta] = 41.89, p < 0.01) and their gender ([beta] = - 37.129, p < 0.05). Furthermore, the experimental findings indicate that machine-learning techniques accurately predict the students' appropriate academic group. In the naive Byers classifier, students in the lowest academic performance group can be identified successfully with a sensitivity of 92%, and the students in the highest academic group can be identified with a specificity value of 100%.

This study investigates the impact of 24/7 library operations on the health and work-life balance of Library and Information Science (LIS) professionals in India. Using a mixed-method approach with 52 respondents, reveals significant physical and mental health issues, sleep disruptions, and dietary challenges. Qualitative insights highlight personal and professional hurdles, gender disparities, and concerns about workload and safety. The findings underscore the need for tailored support and infrastructure improvements in continuous library settings. The study contributes to understanding the multifaceted challenges faced by LIS professionals and provides recommendations to enhance overall well-being in 24/7 operational environments.

To explore the chain mediating effect of teacher-child conflict and sleeping disorders between work intensification on vocal fatigue of kindergarten teachers, 847 kindergarten teachers in China were investigated using the Work Intensification Scale, Teacher-Child Relationship Scale (TCRS), Athens Insomnia Scale (AIS) and Vocal Fatigue Index (VFI). Data were analyzed by JASP 0.14.1 and structural equation model was built through Mplus8.3. It showed that there were significant differences in vocal fatigue of kindergarten teachers in areas, age and education level. Work intensification, teacher--child conflict and sleeping disorders were positively correlated with vocal fatigue of kindergarten teachers after controlling for demographic variables such as the nature of the kindergarten, geographic areas, gender, age and education level of the teachers. In the multiple mediation model, work intensification could directly predict vocal fatigue of kindergarten teachers significantly through the mediating role of sleeping disorders but not teacher-child conflict. Moreover, teacher-child conflict and sleeping disorders had a chain mediating effect between work intensification and vocal fatigue of kindergarten teachers. So the government and education authorities should reduce the workload of kindergarten teachers, vocal training should be included in the curriculum of preschool education in universities, and it's necessary to strengthen the pre-service and post-service kindergarten teachers' training about voice using so as to improve the health care awareness. Teachers should develop communication skills to create effective interactions between teachers and children, and good environment should be created by mindful training to improve sleeping.

An emerging body of research documents a relationship between sleep quantity and delinquency during adolescence. Absent from this line of research, however, is an evaluation of whether the associations between sleep duration and different forms of delinquency vary across periods of adolescence and sex. The current study aimed to address this gap in the body of literature by analyzing data from nationally representative samples of 8th, 10th, and 12th graders from the 2010 to 2019 Monitoring the Future (MTF) surveys. Multivariate regression models reveal that relations between getting less than 7 hours of sleep and violent and non-violent delinquent behavior vary across grade level. Specifically, associations between less sleep and forms of delinquency are stronger for males in grades 8 and 10 compared to males in grade 12 or females. Implications of the results for future research and policies designed to increase sleep quantity during adolescent development are discussed.

Autobiographical theatre usually brings to the forefront personal experiences that have been hidden or silenced, while the autoethnographic approach emphasises their social dimensions. This article looks at "Night Watchers" (an autobiographical/autoethnographic piece) featuring three artists who, using acting, painting, and poetry, tell the story of their communal sleeping as children in the kibbutz, revealing its emotional sequels until today. Children's communal sleeping was customary in the kibbutz in Israel, from their establishment until the 1980s. The article takes this piece as a case-study to explore the potential of autobiographical/autoethnographic performance to achieve therapeutic transformation while also contemplating the social context.

Parental behaviors and attitudes are effective in health outcomes of children. Obesity among children has been found to be related with limited nutrition knowledge and unhealthy eating and habits. Therefore, this study identified the causes and factors associated with obesity among children and revealed their own routines from the perspective of mothers. Content analysis was used in the current qualitative research. Potential and eligible participants were selected by visiting four preschool centers in Sarab, Iran. The height and weight of 113 children aged 5-6 years were measured by standard scales, along with calculating their body mass index. The mothers of children at or above the 50th percentile were invited to appointments for interviews in the preschool centers. Then, 37 semi-structured face-to-face interviews were carried out with mothers and analyzed by two independent researchers manually. The factors associated with obesity in preschool children were categorized into four main themes, including insufficient physical activity, poor perception of body weight, unhealthy behavioral habits, and genetic factors. The mothers did not consider their children at risk of becoming overweight, as their perceived sensitivity was low. The results of this study can be supportive in designing family and parent-centered interventions to control obesity among children.

The Japanese pedagogical strategy of mimamoru (watch and protect) has been identified by cross-culture researchers as an implicit component of early childhood education in Japan. However, little is known about the types of advice given by experts to parents regarding mimamoru. Accordingly, this study examined expert advice related to the mimamoru approach in Japanese parenting magazines from 2015 to 2019. The majority of discipline-related articles examined included discussion of the mimamoru approach for infants and toddlers in the context of dangerous child behavior, conflicts with other children, sleep problems, and daily habit building. Experts cited promotion of child autonomy and development and avoidance of over-involvement as reasons for using mimamoru. However, concerns were also raised that the mimamoru approach may increase the childrearing stress of mothers when dealing with children's defiant behavior. The study provides an important window into the Japanese strategy of mimamoru and suggested areas of future research.

Sleep problems are common in autistic children and adversely impact daytime functioning. Knowledge of predictive factors could help with treatment and prevention of these problems. This study aimed to determine predictors of sleep problems among young autistic children. Study cohorts consisted of autistic children aged 2-5 years who did not have sleep problems at a first visit and had sleep measure data available at a subsequent visit. Sleep problems for five study cohorts were defined by different methods: Children's Sleep Habits Questionnaire with two cutoff scores (41 and 48; cohort n = 101 and 204, respectively), Children's Sleep Habits Questionnaire--autism derived cutoff score (35; n = 188), and parent- (n = 205) or clinician- (n = 252) report. Separate predictive models of sleep problems were developed in each cohort using multivariable logistic regression with final model predictors determined by backward elimination selection. Model performance was evaluated. Two of the five models had both adequate discrimination and calibration performance predicting (1) Children's Sleep Habits Questionnaire score [greater than or equal to] 48 and (2) Children's Sleep Habits Questionnaire--autism score [greater than or equal to] 35. In both models, self-injurious behavior, sensory issues, dental problems, and lower primary caregiver education level were significant risk factors of future sleep problems. These predictors may be useful in helping clinicians provide prevention strategies or early intervention for children who are at a higher risk of developing sleep problems.

Background: Appropriate diagnosis of sleep problems is crucial, given the importance of sleep in childhood development. The Sleep Self-Report Scale (SSRS) is used to assess children's sleep problems in the United States and Spain, and this study aimed to expand the usability of this instrument by evaluating its validity and reliability in Turkish children. Methods: Between March 2019 and December 2019, this methodological, descriptive, correlational study was conducted on 1138 children. The sociodemographic information form and the SSRS were used to collect data. Factor analysis, Cronbach's alpha, and item-total score analysis were used for data analysis. Results: The scale consists of 23 items and 3 sub-dimensions. Three sub-dimensions were observed to explain 58.79% of the total variance. All goodness of fit indices were >0.90 and the root mean square error was <0.08 in the confirmatory factor analysis. For the entire scale, the Cronbach's alpha coefficient is 0.94. Conclusions: The SSRS was found to be a valid and reliable instrument to identify sleep problems. The factorial structure supported by exploratory and confirmatory analysis examines the most relevant areas of sleep in children.

Autistic children experience a high rate of sleep problems, which have been associated with maternal mental health difficulties. However, the directionality of these relationships has received little attention. The extent to which children's sleep problems influence maternal mental health difficulties and vice versa remains unclear. The aim of this study was to examine the bidirectional relationships between the sleep problems of autistic children and maternal mental health difficulties over 12 years. Six biennial waves of longitudinal data from when children were 4 to 5 years old were drawn from the Longitudinal Study of Australian Children. The sample comprised 397 child-mother dyads. Maternal mental health was assessed with the Kessler-6, while sleep problems were assessed through a series of questions relating to common sleep problems in children. The results demonstrated significant bidirectional effects between maternal mental health and child sleep problems at key developmental transition time points. Specifically, when children transitioned from preschool to primary school and again when the children transitioned from primary school to high school. These findings highlight the need for increased support for both the child and mother at these critical time points to reduce the negative impact of maternal psychological distress on child sleep problems and vice versa.

Depression, anxiety, and sleep disturbance are common among school-age children and can impair functioning. Schools are in a unique position to assess and refer these children for intervention services, but standardized screening is underutilized. One challenge with screening is the lack of psychometrically strong mental health screening tools that can be efficiently and effectively administered in school settings. The Behavioral Health Works program provides a web-based platform and a multidimensional screening tool (the Behavioral Health Screen [BHS]) that can help overcome implementation barriers. Because parents have unique, valuable perspectives on reporting the mental health concerns of their children, a parent report version for younger children was developed. This study examines the psychometric properties of the internalizing and sleep scales of the BHS parent report version for assessing children (BHS-PRC). Participants included 420 parents of children ages 6-12, who completed the BHS-PRC. Results supported evidence of good internal structure, partial measurement equivalence (across race, gender, age, and education groups), discrimination in item response theory analysis, classification accuracy, and convergent and discriminant validity. Overall, the BHS-PRC demonstrates strong psychometric characteristics and has the potential to assist schools' mental health screening as part of a multitiered system of support.

This longitudinal study examined the development of mother-infant objective and reported sleep quality and duration in solo-mother families (i.e., mothers who decided to parent alone) in comparison to two-parent families. We recruited 134 solo mothers and 161 married mothers during pregnancy, most representing the middle to upper socioeconomic class in Israel. Assessments were conducted during pregnancy and at 4 and 8 months postpartum. Maternal and infant sleep were assessed with actigraphy and sleep diaries for 7 nights. Questionnaires were used to assess maternal insomnia symptoms, sleepiness, sleeping arrangements, and background variables. The comparison of sleep between solo-mother and two-parent families, at each assessment point, showed no differences in sleep duration, and only a few differences in sleep quality measures; these were partially explained by maternal age and breastfeeding. Nevertheless, solo mothers were more likely to share a bed with their infants. In both groups, trajectory analyses showed a decrease in maternal actigraphic and diary sleep quality measures from pregnancy to 4 months, followed by an increase from 4 to 8 months. However, maternal insomnia symptoms first declined, and then increased, and maternal sleep duration first lengthened and then shortened. Infant actigraphic and diary sleep quality increased in both groups from 4 to 8 months, whereas sleep duration decreased only in the "solo" group. In general, the findings suggest that objective and subjective sleep quality and sleep duration of solo-mother families, a growing yet unexplored family structure, do not seem to be significantly affected by the absence of a second parent.

Background: People with intellectual disabilities are more likely to experience sleep problems, which can affect quality of life, physical health, mental health and well-being. Methods: An integrative literature review was conducted to investigate what is known about behavioural sleep disturbances in people with an intellectual disability. The search used the following databases: Scopus, PsycInfo and Cinahl, to find papers published since 2015. Results: Within intellectual disability research, sleep appears as a common issue due to its high prevalence, negative relationships with an individual's physical and mental health, their quality of life, and impact of sleep problems on family or carers. The growing evidence base appears to support the use of behavioural, lifestyle and pharmacological interventions to improve sleep in people with an intellectual disability. Conclusion: A wide array of literature provides evidence that people with intellectual disabilities are affected by and need support with their sleep.

Background: Some research shows a link between sleep behaviours and school achievement in English-speaking children and adolescents. Aims: The current study aimed to examine the relationship between children's sleep behaviours and aspects of their school achievement in Mandarin-speaking children who are living in Taiwan. Sample: The present study reports on 69 second-grade children (age range = 6.84-8.4 years) recruited in Taipei City, Taiwan. Methods: Children's sleep behaviours were assessed through two standardized parent self-report questionnaires: the Children's Sleep Habits Questionnaire (CSHQ) and the Sleep Disturbance Scale for Children (SDSC). Children undertook three standardized tests of word reading, reading comprehension and math. Results: Key findings include: (i) sleep disturbances are more prevalent when using the CSHQ scale than the SDSC scale, (ii) around half of second graders struggle with general sleep disturbances as observed by the CSHQ scale, (iii) children who go to bed before 22:00 and have at least 9-h sleep tend to exhibit fewer sleep disturbances, (iv) parasomnias as measured by the CSHQ are negatively correlated with reading comprehension after controlling age and nonverbal IQ, and (v) the amount of sleep (naps) during daytime is negatively correlated with Chinese character recognition, reading comprehension and math after controlling age and nonverbal IQ. Conclusions: There is growing awareness of the value of research that spans culturally and linguistically diverse populations. Our study contributes to ongoing discussions about the relationship between sleep, and skills in reading and math in school-aged children in Taiwan.

Both schools and caregivers play an important role in supporting children's mental health, but there are few mechanisms for caregivers and school-based mental health providers to work collaboratively to address children's needs. Closures of schools during the first wave of the COVID-19 pandemic left gaps in mental health support services to children and increased the burden on caregivers to ensure their children's well-being. In this study, investigators explored the feasibility and acceptability of a motivational interviewing-based program in which school-based mental health providers were trained to connect directly to caregivers to assist them in supporting key aspects of their children's well-being, including sleep, coping, and academic behavior. Results indicated a high degree of satisfaction with the program and a perception that it was helpful to caregivers and children. However, major challenges in recruitment of providers, as well as qualitative interviews with those providers who participated, indicated that the feasibility of implementing such a program is limited without significant additional implementation infrastructure. Findings suggest that structured support of caregivers, accessed through their children's schools, has high potential for improving child outcomes and family well-being. Future research should explore what implementation infrastructure is needed for schools to effectively offer these types of supports.

This research evaluated the feasibility of actigraphy to measure sleep and physical activity in children (ages 2-8 years) with autism spectrum disorder (ASD). We also explored associations between sleep and physical activity. Validated screening measures established eligibility. Questionnaires, diaries, and 5 days and 5 nights of actigraphy monitoring were used to collect data. Of the 32 children enrolled, 27 (84.4%) completed actigraphy monitoring. Based on the median steps per day, children with high physical activity had lower total sleep time and more disruptive behaviors than children with low physical activity. Findings support the feasibility of using actigraphy to measure sleep and physical activity in children with ASD. Larger studies are needed to evaluate interactions of physical activity on sleep in this population.

Background: Previous research indicated a high prevalence of disordered sleep among adults with learning disabilities, however issues with design impacted findings. The current systematic review aims to: (1) present how disordered sleep and sleep disorders amongst adults with learning disabilities are described in the literature, and (2) report on the prevalence of disordered sleep and sleep disorders among adults with learning disabilities. Methods: Five databases (EMBASE, MEDLINE, PsycARTICLES, PsycINFO and PubMed) were searched for articles published from 1900 to October 2021 that examined the prevalence of disordered sleep and/or sleep disorders in adults aged 18 or older with learning disabilities. The Joanna Briggs Institute critical appraisal checklist for prevalence studies was used to assess study quality and prevalence is described and reported as ranges. The study was registered on PROSPERO (ID: CRD42019134550). Findings: A total of 27 studies were selected. Twenty studies (n = 8043 participants) examined the prevalence of disordered sleep and identified prevalence ranging from 6.1% to 74.2% across a range of sleep parameters. Twelve studies examined sleep-related breathing disorders (n = 2558 participants) and identified prevalence which ranged from 0.5% to 100%. There was notable heterogeneity between studies in terms of quality, definition of disordered sleep, measurement of sleep, and study design. Conclusion: There was a variable prevalence of disordered sleep among people living with learning disabilities. There were problems in meaningfully synthesising results due to heterogeneity in measurement, diagnosis, study design and study quality. Based on these limitations, we suggest that future studies should seek to utilise objective, replicable and consistent measures of sleep in this population and control for physical health factors which could influence prevalence such as epilepsy and iatrogenic effects.

Background: Sleep is an important physiological need for children with intellectual disabilities and their mothers. The present study aims to obtain detailed information on the factors that are hindering and facilitating the sleep quality of children with intellectual disabilities and their mothers. Method: Twenty-one mothers of children with intellectual disabilities aged 2-18 years were interviewed to identify their perceptions of the factors that hindered or facilitated the quality of their sleep and that of their children. The interviews were transcribed, coded and analysed thematically using the MAXQDA qualitative data analysis program. Findings: The interview data generated three main themes relating to factors that are hindering and facilitating sleep quality in children with intellectual disabilities and their mothers: physiological, psychological and environmental factors. Conclusion: Mothers reported that sleep problems negatively affect themselves and their children with intellectual disabilities. Parent education and counselling on topics of environmental regulation, methods of coping with stress and establishing and maintaining routines are recommended to enhance sleep quality.

While research supports later start times for secondary schools, there is little evidence regarding start times for elementary schools. We address this gap with a statewide examination of elementary schools and a quasi-experimental analysis of an urban district that recently changed its elementary start times. We find that earlier start times predict less sleep for students. Regarding academic outcomes, our estimates are small in magnitude and suggest that earlier elementary start times have near-zero effects. Earlier start times predict a slight increase in absences and modestly higher math scores, especially for traditionally disadvantaged students. In districts that need to stagger start times, it may be advisable for elementary schools to start earlier to accommodate later secondary school start times.

Race-based bullying (RBB) victimization is a significant concern among youth and can translate into a range of adjustment problems. As such, additional research is needed on possible protective factors that may buffer these effects among RBB victims. One potential factor is school equity, as it may buffer race-based bullying victims from maladjustment. This study sought to explore the role of school equity as a potential buffer for adjustment difficulties (i.e., internalizing, externalizing, sleep, and substance use problems) among race-based bullying victims and possible racial-ethnic differences in this association. Self-report data were collected from 8977 middle and high school youth who self-identified as a bullying victim (51.31% were middle schoolers; 47.7% were males), of which 22.6% reported experiencing RBB. Results of multilevel analyses indicated that RBB victims showed higher levels of adjustment difficulties than victims who experienced general, non-RBB victimization. Student perceptions of school equity, at both the individual and school level, appeared to buffer the association between RBB and adjustment difficulties. Although a potential factor for all racial-ethnic groups, the function of individual-level equity was more pronounced among some ethnic groups (i.e., Asian and Latinx) than in others (i.e., Black), and the potential influence of school-level equity was stronger among Black victims than among others. Taken together, the findings highlight the importance of promoting school equity to buffer the potential influence of RBB victimization on adjustment difficulties, which was particularly salient among racial-ethnic minoritized subgroups. Implications for the Olweus Bullying Prevention Program and other prevention efforts are discussed.

The purpose of this research was to reveal in-class communication practices used in the courses in the teacher preparation programs of the USA depending on classroom observations. Qualitative research method was used in the research. The researcher collected the data through direct participatory and unstructured observation. The researcher made observations in three different classes during the spring semester of 2017-2018 academic year. The study group of the observations was composed of three faculty members and the teacher candidates who were their students. According to research findings, positive faculty member behaviors were; not standing at the same point in the classroom, making eye contact with the students, etc., whereas negative faculty member behaviors were; speaking fast, not calling the students with their names, etc. Positive teacher candidate behaviors were; asking permission to speak by raising up a finger, taking notes in the lesson, etc., whereas negative teacher candidate behaviors were; texting friends during the lesson, sleeping in the lesson, coming to class late, etc. In order to train qualified teachers and make the outcomes of the lessons acquired by teacher candidates, the faculty members should enhance their teaching competencies in accordance with the changing conditions.

Determining young athletes' sleep quality and social media addiction is important for their performance. For this reason, our study aims to examine elite athletes' sleep quality and social media addiction. There are three parts to the research. The first part consists of demographic information. In the second part, the social media addiction scale was used. This scale was developed by Firat and Barut (2018). In the third part, the athlete sleep behavior scale was used. The athlete sleep behavior scale was developed by Driller, Mah, and Halson (2018) and adapted into Turkish by Darendeli, Diker, and Cinar (2019). The research consists of 412 participants collected by convenience sampling method. In the study, MANOVA and correlation analysis were performed after Cronbach alpha, and Skewness-Kurtosis values were checked with the SPSS program. According to the results of the research, a negative relationship was found between habitual sleep quality and sleep disorder. This result shows that while increasing sleep disturbance decreases habitual sleep quality, decreasing sleep disturbance increases habitual sleep quality.

Indigenous metissage weaves together life writing, poems, scholarship, and images, as a way of sharing strands of my experience of how, while not innovative to us, Indigenous research methods and transformative, participatory pedagogies, such as dreaming, ceremony, making, and drumming, offer suggestions around ways in which to create communities of learning which are inviting for all learners. This is particularly so when we work in arts-based practices, approaches, and paradigms. These transformative Indigenous pedagogies have become the sites of rich, healing conversations with myself, with the land and waters, with my Ancestors, and All My Relations.

Sleep is related to cognitive functioning, learning, and brain development in the adolescent population. Recent research indicates a rise in the presence of chronic sleep disorders such as insomnia in adolescents, particularly following the COVID-19 pandemic. Therefore, research on the effectiveness of sleep interventions for adolescents is necessary to guide treatment in adolescents. The authors conducted a systematic review of literature examining research on outcomes of treatment interventions for insomnia on sleep quality and cognitive functioning in adolescents. Results indicate a dearth of research examining effectiveness of treatment in adolescents, particularly in relation to the impact of such treatment on cognitive functioning in adolescents. The following paper provides a brief overview of existing research on treatment of insomnia or related problems including initiating, maintaining and awaking for adolescent populations with a focus on improvement of cognitive functioning within this population. The authors discuss existing barriers to research, emphasize the need to expand sleep research to include cognitive functioning outcomes, and inform best practices for treatment in adolescents following COVID-19. Lastly, the authors propose a call to action encouraging more widespread recognition of the need for research in this area.

Purpose: Child and caregiver sleep occurs in a family system, with socioeconomically disadvantaged families experiencing disproportionately worse sleep health than more advantaged families. The extent to which objectively measured sleep health metrics (i.e., sleep duration, midpoint, regularity, efficiency) are concordant within disadvantaged family systems, including caregiver-child dyads, is not clear. To address this gap, this study aimed to: (1) characterize sleep health metrics and (2) identify levels of sleep health concordance among caregiver-child dyads living in families experiencing socioeconomic disadvantage. Design and methods: We enrolled 20 caregivers and 26 children in this micro-longitudinal study. Eligible primary caregivers slept in the same house as the child [greater than or equal to]4 nights/week and had no sleep disorders. Eligible children were aged 6-14 years and reported no medical problems. Dyads wore an actigraphy device continuously for 14 consecutive days. Sleep duration, bedtime, midpoint, and efficiency were estimated, and concordance evaluated using linear mixed modeling (R v.3.5.2). Results: Most caregivers were female (85%), Non-Hispanic Black (80%), and aged 40.45 years (SD=11.82). On average, caregivers were not meeting national recommendations for sleep duration and efficiency. Similarly, sleep duration recommendations were not met by child participants. Bivariate results showed that bedtime ??=0.19, p<0.001), sleep efficiency (??=0.24, p<0.001), and sleep midpoint (??=0.39, p<0.001), were concordant between child and caregiver. Multivariable models showed that caregiver bedtime was predictive of child sleep midpoint (b=0.16, p<0.05), and caregiver sleep midpoint was predictive of child bedtime (b=0.29, p<0.01) and child sleep midpoint (b=0.31, p<0.001). Conclusion: Objectively estimated caregiver sleep may be connected to the sleep timing of their children. Improving child sleep may require addressing caregiver sleep habits too. Practice Implications: Results highlight the importance of providers considering caregiver sleep health when assessing child sleep health during well child visits.

Background: Sleep plays an integral role in a child's physical and neuropsychological development. Children with sleep disorders are at risk of developing inattention, hyperactivity, and learning difficulties, challenges that impact them, their families, their classmates, and their communities. There is a paucity of pediatric sleep medicine providers equipped to partner with families in identifying and addressing sleep disorders. Additional barriers to accessing this specialized care include geographic proximity, parental ability to take time off from work, and hesitance for a child to miss valuable learning time at school. During the SARS-CoV-2 pandemic, our pediatric sleep department transitioned from largely in-person care to a predominantly virtual platform and collected data to monitor the impact of this transition. In this study, we share several key trends that emerged which may have broad implications on how pediatric sleep medicine providers can better support school-aged children with sleep challenges. Methods: We performed a chart review of all scheduled pediatric sleep medicine visits from June 2019 to June 2021, a time frame that included the pandemic-driven overnight transition from in-person to virtual clinic visits. The STEM framework was developed by pediatric telehealth experts to provide a unified approach to assessing the impact of telehealth programs. We applied this framework to the collected data to gauge the impact on the four major domains highlighted in STEM: health outcomes, healthcare delivery, individual experience (patient and provider), and program implementation. Results: The data demonstrated an increased proportion of completed visits and a decreased proportion of canceled/no-show visits when care was provided virtually. Patients accessing virtual care were doing so from greater distances than those who had in-person visits. The school-aged (5-12 years) cohort utilizing telehealth had notable differences in past medical history, with significantly more Attention Deficit-Hyperactivity Disorder. They also presented with significantly more insomnia and behavioral sleep difficulties. Discussion: Sleep disorders are common, and school-aged children have much to gain from sleep optimization. However, pediatric sleep care can be challenging to access. Geographic distance and time away from school and work preclude many families from formal sleep consultations. Telehealth allows high-quality pediatric sleep care to be offered in an easily accessible format to those near and far, resulting in clinics running more efficiently and school-aged children, who need it most, to receive the tools they need to sleep soundly. With a convenient click, families are better able to fit virtual sleep consultations into their day, without the stress of travel or the waiting room. They complete more scheduled visits, allowing pediatric sleep medicine departments to deliver care more efficiently. The low-pressure virtual platform also permits families to seek care for behavioral sleep issues. While our department's transition to predominantly virtual care occurred amidst a pandemic, with many confounding factors limiting the interpretation of the data we collected, the trends seen are very promising.

Nature-based preschool programs continue to grow in popularity across the world. These programs provide children with critically important experiences and help them gain skills that contribute to early school success and accomplishments later in life. However, the COVID-19 pandemic and mandatory lockdowns resulted in reduced opportunities for children to attend in-person preschool programs of all types. Under these circumstances, researchers hypothesized that COVID-19 would have negative or even deleterious effects on students' well-being, but that these effects might be buffered by spending time outdoors and engaging with nature. The purpose of this study was to gain perspectives from caregivers in the United States (US) about the effects of a nature-based program on their children and determine how the COVID-19 pandemic and subsequent loss of access to the preschool affected their children. Using a mixture of choice and open-ended questions, 91 caregivers shared perspectives on their children's outdoor activities, sleep habits, and general mood/well-being. Open-ended responses were qualitatively coded into major thematic categories. Results indicated that although the lockdowns had some negative effects in terms of sleep quality and general well-being, most children were resilient as they remained active outdoors and maintained healthy sleep patterns. Furthermore, many caregivers specifically attributed the development of this resilience to the nature-based preschool and the habits it instilled in their children. This research highlights the potential positive influences that nature-based preschool has on children and how these programs can contribute to resilient children who are better equipped to deal with disruptions to daily life.

The main goal of this study is to examine the differences between school-aged children with different chronotypes who are only children or have a sibling in the household, regarding their sleeping habits and performance in intelligence tasks. The main measures used were Chronotype Questionnaire for Children and Raven's Coloured Progressive Matrices. This study analysed 46 Portuguese children (Mean=8.67; SD=1.034, range 7-11 years of age) without sleep or educational/psychological disturbances, attending the first grade. The differences regarding chronotype and whether they were only children or not were examined. Then the performance of the sample in the Raven's Progressive Matrices tests was evaluated. The Mann-Whitney U test showed that 'only' children had higher fluid intelligence scores only in the afternoon. The chronotype did not differentiate this population and it is concluded that the type of household is the main moderator: Not being an only child was, in general, the best predictor in the test. Results suggest that different sleeping times (e.g., bedtime and wake-up time) and different chronotypes did not have different effects. However, having siblings proved to be an advantage regarding the child's performance. Re-education of sleeping practices, especially examining the influence of co-sleeping in families, is essential for the intellectual development of children.

Listening motivation is defined as the desire that an individual feels before or during listening in order to understand. An individual's reluctance towards listening activity indicates her/his lack of motivation. The lack of motivation to listen prevents the effective realization of listening, which has a great share in learning and communication. This study, which examined the listening motivation of secondary school students in terms of various variables, consisted of a study group of 682 participants. The scale developed by Dölek and Yildirim (2021) was used in the research. While the independent sample t-test was applied to measure the contribution of gender and breakfast habits to listening motivation, one-way analysis of variance (ANOVA) was applied to determine the contribution of class level, daily screen time, and daily sleep duration to listening motivation. The results indicated no difference in listening motivation of students with different genders, class levels, daily time spent in front of the screen, daily sleep duration, and breakfast habits. At the end of the research, suggestions were developed to provide listening motivation.

Problem-solving and critical thinking are associated with 21st century skills and have gained popularity as computational thinking skills in recent decades. Having such skills has become a must for all ages/grade levels. This study was conducted to examine the effects of grade level, gender, chronotype, and time on computational thinking skills. To this end, the study was designed to follow a longitudinal research model. Participants were 436 secondary school students. Computational thinking test scores were collected from the students at certain time intervals. Results indicate that computational thinking skills are independent of gender, time, and chronotype but differ significantly depending on grade level. The interaction between grade level and time of testing also has a significant impact on computational thinking skills. The difference in grade level can be interpreted as taking an information technologies course increases computational thinking. The results suggest that such courses should be promoted to children at a young age. The joint effect of gender, grade level, and chronotype were not statistically significant and it is recommended to conduct future studies to investigate this result.

In this study, we examine the relationship between sleep duration and reported levels of optimism in Generation Z (i.e., born after 1996) students aged 17 to 24. This study hypothesizes that optimism and duration of sleep will have a statistically significant positive relationship. Participants in this study are Generation Z college students located in the Southeastern United States. The sample consisted of 1562 students enrolled in a required physical activity class. A Pearson's correlation determined that there was a statistically significant positive relationship between sleep and optimism. Research implications and future research trends on sleep and optimism are discussed. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2022.]

The mental health impact of the coronavirus disease 2019 (COVID-19) pandemic on PK-12 youth is likely an urgent and enduring concern, yet research on this topic is still emerging. To synthesize current knowledge, the researchers conducted a systematic review of empirical studies exploring the mental health impacts of COVID-19. Five themes emerged across 104 included studies: (a) the pandemic proved widely disruptive to PK-12 youth; (b) there was a clear connection between the mental health of caregivers (e.g., parents) and children; (c) the pandemic broadly increased levels of stress, anxiety, and depression in PK-12 youth; (d) students were particularly affected on the basis of age, gender, race/ethnicity, socioeconomic status, and previous mental health or disability diagnosis; and (e) youth demonstrated negative and positive coping strategies and even saw some positive mental health outcomes during the pandemic. Implications for research, practice, and policy are discussed.

Purpose of this study was to investigate the perceived stress and death anxiety in university students during the Corona virus pandemic process. The sample of the study consisted of a total of 649 university students, 331 of which were females and 318 of which were males, with an average age of 22. The study was assessed using the Perceived Stress and Death Anxiety Scales. The data were found to be in accordance with the normal distribution with the "Kolmogorov Smirnov Test". Independent t-test, one-way analysis of variance and LSD tests were used for statistical analysis. The data were evaluated with the SPSS 25.0 package program. In the study, significant difference according to gender was found in perceived stress scores which were higher in women than in men (p<0.05). On the other hand, no significant difference was found between death anxiety scores according to gender (p>0.05). It was determined that there was a statistically significant difference in perceived stress and death anxiety scores according to the sleep patterns stated by the students and their belief in their immunity (p<0.001). The difference in perceived stress and death anxiety scores according to watching television and following the coronavirus news on the internet and exposure to virus news on social media was found to be statistically significant (p>0.001). As a result of the data and analyzes acquired in the study, it was determined that while the perceived stress status of university students differed according to gender, their feeling of death anxiety was similar. It was considered that those who sleep regularly and rely on their immunity were less likely to feel the coronavirus epidemic in terms of perceived stress and death anxiety. It was determined that as students had a higher awareness of the Corona virus on the social media, they felt death anxiety less. It could be suggested that students sleep regularly, increase their immunity or believe that their immunity is strong, and increase their knowledge about the effect of the corona virus on social media.

Family caregivers play an important role in providing main support for family members with a disability in order for them to function normally in their everyday life. The main goal of this research study is to promote psychological health awareness of stroke family caregivers in Brunei Darussalam, especially during the pandemic of COVID-19. This study concentrated particularly on long-term family caregivers who provide care to stroke family members who were severely affected by the disease that caused them to heavily depended on their family caretakers. This qualitative research involves interviewing 8 locals participants using snowballing sampling and a thematic analysis approach that investigate thoroughly the challenges and identifies the needs required by family caregivers in Brunei. The findings of the study discovered that all family caregivers experience psychological issues such as 'Depression' and 'Stress' and are in need of family support and self-care to reduce challenges they experience such as emotional exhaustion, physical problem, sleep deprivation, financial issues, and accessibility to basic needs in caregiving.

Stress and poor sleep quality are serious and common problems among university students that could have detrimental effects on their academic performance. International students may experience greater difficulty than domestic students because they also need to deal with the challenges associated with moving to a new culture. The present study aims to investigate the relationship between stress (perceived and acculturative), sleep quality, and academic performance by comparing them between international and domestic students. Perceived stress negatively correlates with sleep quality. However, no relationship is found between acculturative stress and sleep quality, between sleep quality and academic performance, and between stress (perceived and acculturative) and academic performance. Differences in perceived stress and sleep quality between international and domestic students are found. Perceived stress is found to be an important factor that requires the university to focus on effective stress management programs that could be useful for achieving better sleep quality.