Students’, parents’ and teachers’ perspectives on comprehensive school-based sleep promotion
Bibliographic Data
| ID | 21323720 |
|---|---|
| Authors | Pamela Mellon (University of Alberta), Pamela L Mellon (0000-0002-8856-0410, University of Alberta), Genevieve Montemurro (0000-0001-8237-5970, University of Alberta), Samuel Yang (0000-0003-1123-9036, University of Alberta), Lauren Sulz (0000-0003-2133-2920, University of Alberta), Brian Torrance (Ever Active Schools, Edmonton, AB, Canada), Keith Storey (0000-0001-8215-9143, University of Alberta, corresponding author) |
| Year | 2024 |
| Volume | 83 |
| Issue | 7 |
| Pages | 796-808 |
| Publication date | 2024-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 0017-8969 • E-ISSN: 1748-8176 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00178969241286660 |
| PMID | 39493005 |
| OpenAlex | W4402992508 |
| Language | EN |
| Citations received | 1 |
| References cited | 29 |
Objective: 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. Design: 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. Results: 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). Conclusion: 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
Health promotion · Medical education · Pedagogy · Political science · Promotion (chess) · Public health · Health Education and Validation · Medicine · Nursing · Psychology · School Health and Nursing Education · Sleep and related disorders
Inductive Content Analysis
Children's sleep and health
The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement
The World Health Organization’s Health Promoting Schools framework
Sleep, Health, and Society
School, family, and community partnerships in teachers’ professional work
“Your Kid Has Potential, But They Need Sleep”
A Canadian-wide perspective on the essential conditions for taking a comprehensive school health approach
Essential conditions for the implementation of comprehensive school health to achieve changes in school culture and improvements in health behaviours of students
Translation of school-learned health behaviours into the home
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |