| Wolfson AR, Harkins E, Johnson M, Marco, C. (2015) - New England (Northeast of the United States of America) |
E1 “Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being”(1313. Wolfson AR, Harkins E, Johnson M, Marco C. Effects of the Young Adolescent Sleep Smart Program on sleep hygiene practices, sleep health efficacy, and behavioral well-being. Sleep Health. 2015 Sep;1(3):197–204. ) |
To examine the efficacy of the Sleep Smart Program, a sleep hygiene education program for improving sleep behaviors, academic performance, and behavioral well-being. |
Randomized clinical trial.
Scales: Adolescent Health and Sleep Efficacy Scale and Adolescent Sleep Hygiene Scale.
143 students (+/- 12 years old). |
Students in the intervention group significantly improved physiological and emotional sleep hygiene when compared with the control group. Additionally, regarding sleep pattern, participants reported an average increase of 42 minutes weekend night and 13 minutes school night sleep. Findings suggest that this program focused on sleep patterns and sleep hygiene has clear potential for successfully improving sleep health, sleep hygiene, night sleep and reducing behavior problems. Stability in academic performance suggests that the program may have helped to maintain students grades consistent over the academic year. |
| Kira G, Maddison R, Hull M, Blunden S, Olds T. (2014) - New Zealand |
E2 “Sleep Education Improves the Sleep Duration of Adolescents:
A Randomized Controlled Pilot Study”(1414. Kira G, Maddison R, Hull M, Blunden S, Olds T. Sleep education improves the sleep duration of adolescents: a randomized controlled pilot study. J Clin Sleep Med. 2014;10(7):787–92.)
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To determine the short-term effects on sleep duration within an Australian sleep education program adapted to the New Zealand setting. |
Randomized controlled pilot study. A sleep questionnaire; Sleep-Wake Problems Behavior Scale; Scale of Morningness and Eveningnes; interview; sleep diaries.
28 students (between 13 and 16 years old). |
Participants in the intervention group slept longer during weekend nights compared to those in the control group. No differences were found between groups for sleep duration on weekday nights. No significant differences were observed between groups for sleep hygiene, sleep problems, or sleep knowledge. The sleep education program appeared to increase weekend sleep duration in the short term and influence sleep behavior in adolescents. |
| Bindu J, Sumanth SB, Shrinivasa, UB. (2016) - India |
E3 “Sleep Promotion Program for Improving Sleep Behaviors in Adolescents: A Randomized Controlled Pilot Study”(1515. John B, Bellipady SS, Bhat SU. Sleep Promotion Program for Improving Sleep Behaviors in Adolescents: A randomized controlled pilot study. Scientifica (Cairo). 2016; 2016:8013431. ) |
To determine the efficacy of a sleep promotion program for adolescents and evaluate the feasibility issues before conducting a randomized controlled trial. |
Randomized controlled pilot study. A sleep questionnaire; Sleep Hygiene Index; Pittsburgh Sleep Quality Index; Cleveland Adolescent Sleepiness Questionnaire; PedsQL Present Functioning Visual Analogue Scale.
58 healthy adolescents (between 11 and 17 years old). |
The program revealed a significant effect in the intervention in overall sleep quality, sleep onset latency, sleep duration, daytime sleepiness, and emotional and overall distress. The adolescents in the study showed an increase in weekend sleep duration as a compensatory mechanism of lost sleep. The study also showed a positive effect on adolescent's sleep duration and a decrease in daytime sleepiness. This intervention program showed healthy adolescents improved their sleep behaviors. |
| Wing YK, Chan NY, Yu MWM, Lam SP, Zhang J, Li SX, Kong APS, Li AM. (2015) - Hong Kong (China) |
E4 “ A School-Based Sleep Education Program for Adolescents: A Cluster Randomized Trial ”(1616. Wing YK, Chan NY, Man Yu MW, Lam SP, Zhang J, Li SX, et al. A school-based sleep education program for adolescents: a cluster randomized trial. Pediatrics. 2015;135(3):e635–43. ) |
To evaluate the effects of a large scale sleep education program (Healthy Sleep, Healthy School Life). |
Randomized controlled trial. Questionnaires: General Sleep Questionnaire, Chinese version of the Sleep Knowledge Questionnaire, General Health Questionnaire; Scale: Pediatric Daytime Sleepiness Scale.
14 secondary schools and a total of 3713 students (between 12 and 18 years old). |
The intervention group significantly improved sleep knowledge compared with the control group. The majority of students (60-70%) reported that the program increased their sleep knowledge and raised their awareness toward sleep deprivation. However, only 32% of the students believed that the program would change their sleep habits. The incidence rate of regular energy drink consumption was lower in the intervention group, which supports the notion that acquiring adequate sleep knowledge might potentially improve sleep practices (i.e., not consuming energy drinks before sleep). |
| Tamura N, Tanaka H. (2016) - Japan |
E5 “ Effects of a sleep education program with self-help treatment on sleeping patterns and daytime sleepiness in Japanese adolescents: A cluster randomized trial ”(1717. Tamura N, Tanaka H. Effects of a sleep education program with self-help treatment on sleeping patterns and daytime sleepiness in Japanese adolescents: A cluster randomized trial. Chronobiol Int. 2016;33(8):1073–85. ) |
To verify the effects of a sleep education program with supplementary self-help treatment, based on a checklist of sleep-promoting behaviors. |
Randomized controlled trial. Health and sleep behavior questionnaires and sleep diaries.
243 students (between 12 and 13 years old). |
In terms of overall change in sleep-promoting behaviors, 66.4% of study participants demonstrated a significant post-treatment improvement. In analyses of individual sleep-promoting behaviors, some habits improved significantly. The sleep education program with self-help treatment was effective not only for increasing sleep knowledge but also for improving sleep-promoting behaviors and sleep patterns/reducing daytime sleepiness. |
| Gruber R, Somerville G, Bergmame L, Fontil L, Paquim S. (2016) - Canada |
E6 “ School-based sleep education program improves sleep and academic performance of school-age children ”(1818. Gruber R, Somerville G, Bergmame L, Fontil L, Paquin S. School-based sleep education program improves sleep and academic performance of school-age children. Sleep Med. 2016; 21:93–100. ) |
To develop and evaluate the Sleep for Success Program, a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. |
Non-randomized controlled trial Health questionnaire; actigraphy; and sleep diary.
3 public schools and a total of 71 students (between 7 and 11 years old). |
In the intervention group, true sleep was extended by 18.2 minutes per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 minutes. Participation in the sleep education program was associated with significant improvements in children's sleep and academic performance. |
| Wilson KE, Miller AL, Bonuck K, Lumeng JC, Chervin RD. (2014) - United States of America |
E7 “Evaluation of a Sleep Education Program for Low-Income Preschool Children and Their Families” (1919. Wilson KE, Miller AL, Bonuck K, Lumeng JC, Chervin RD. Evaluation of a Sleep Education Program for Low-Income Preschool Children and Their Families. Sleep. 2014; 37(6): 1117-25.)
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To evaluate a sleep education program for preschool children and their families. |
Randomized controlled trial. Knowledge, attitudes, self-efficacy, and beliefs (KASB) questionnaire; sleep diary.
152 parents or guardians and their preschool children (mean age: 4.1 years). |
Children in the intervention group improved their weeknight sleep duration by 30 min and also went to bed 22 min earlier, which produced an increase in sleep duration.
Parents are the ones who primarily control young children's sleep, and they can produce an increase in sleep duration that has been associated with improvements in daytime functioning in children. The study suggests repeated exposure to the Early Childhood Sleep Education Program. |
| Hall WA, Hutton E, Brant RF, Collet JP, Gregg K, Saunders R, Ipsiroglu O, Gafni A, Triolet K, Tse L, Bhagat R, Wooldridge J. (2015) - Canada |
E8 “ A randomized controlled trial of an intervention for infants' behavioral sleep problems ”(2020. Hall WA, Hutton E, Brant RF, Collet JP, Gregg K, Saunders R, et al. A randomized controlled trial of an intervention for infants' behavioral sleep problems. BMC Pediatr. 2015;15(181):181.)
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To assess the effects of a sleep intervention comprising an education program taught by nurses for parents of infants. |
Randomized controlled trial.
Sleep diaries; actigraphy; an infant sleep questionnaire; Multidimensional Assessment of Fatigue Scale; Pittsburgh Sleep Quality Index.
235 families (462 parents) of 6-8-month-old infants. |
Parents reported fewer nightly wakes in infants from the intervention group than in those from the control group. Intervention group parents felt an improvement in fatigue and sleep quality when compared to parents in the control group. In the intervention group, knowledge about infant sleep, managing sleep, and feeding significantly improved compared to the control group. |
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