Boarding versus day‐students
A mixed‐methods analysis of sleep and its relationship with psychological distress
Bibliographic Data
| ID | 9615468 |
|---|---|
| Authors | Alexander Reardon (0000-0002-6841-1207, University of South Australia Adelaide South Australia Australia, corresponding author), Kurt Lushington (0000-0001-8371-273X, University of South Australia Adelaide South Australia Australia), Andrew Junge (University of South Australia Adelaide South Australia Australia), Jonathan Crichton (0000-0002-8054-4272, University of South Australia Adelaide South Australia Australia), Alex Agostini (0000-0001-7523-3106, University of South Australia Adelaide South Australia Australia) |
| Year | 2023 |
| Volume | 93 |
| Issue | 4 |
| Pages | 1146-1170 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12624 |
| PMID | 37409726 |
| OpenAlex | W4383302543 |
| Language | EN |
| Citations received | 2 |
| References cited | 103 |
BACKGROUND: Boarding students face unique challenges when entering school, including: adapting to a novel environment, where they are separated from family, friends and culture, for up to 40 weeks per year. A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well-being. AIMS: To explore how boarders' sleep differs from that of their day-student peers, and how this relates to psychological well-being. SAMPLE AND METHODS: 309 students (59 boarding students and 250 day-students, at one Adelaide school) completed the School Sleep Habits Survey, Depression-Anxiety-Stress-Scale-21 (DASS-21), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups. RESULTS: Boarding students, compared to day-students reported 40 minutes more sleep per weeknight (p < .001), with earlier sleep onset (p = .026), and later wake-up (p = .008) times. No significant differences were observed between boarding' and day-students' DASS-21 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well-being in both boarding and day-students. Additionally, in boarding students, low homesickness-loneliness and homesickness-ruminations further predicted psychological well-being. Thematic analysis of boarding students' focus group responses revealed that night-time routine, and restricting technology use at night facilitated sleep. CONCLUSIONS: This study supports - in both boarding and day-students - the importance of sleep for adolescent well-being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night-time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well-being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students
Anxiety · Coping (psychology) · DASS · Developmental psychology · Insomnia · Loneliness · Psychiatry · Sleep hygiene · Sleep quality · Clinical Psychology · Early Childhood Education and Development · Psychology · Sleep and related disorders · Social Psychology · Youth Substance Use and School Attendance
The Sage Encyclopedia of Qualitative Research Methods
Sleep in Adolescents
Evidence for the Validity of a Sleep Habits Survey for Adolescents
Association Between Portable Screen-Based Media Device Access or Use and Sleep Outcomes
Sleep disturbances and depression
Screen time and sleep among school-aged children and adolescents
Uncovering the hidden impacts of inequality on mental health
Loneliness as a mediator for college students' social skills and experiences of depression and anxiety
Indian Boarding School Experience, Substance Use, and Mental Health among Urban Two-Spirit American Indian/Alaska Natives
Sleep Schedules and Daytime Functioning in Adolescents
Improving sleep quality leads to better mental health
A Systematic Review Assessing Bidirectionality between Sleep Disturbances, Anxiety, and Depression
Interplay between social media use, sleep quality, and mental health in youth
National Sleep Foundation’s sleep time duration recommendations
Sleep and use of electronic devices in adolescence
An update on adolescent sleep
The Redcap consortium
The short‐form version of the Depression Anxiety Stress Scales (Dass‐21)
Thematic Analysis
The gender gap in adolescent mental health
Measurement Invariance of the Flourishing Scale among a Large Sample of Canadian Adolescents
An Identity Process Theory Account of the Impact of Boarding School on Sense of Self and Mental Health
Ethnographic positioning in a boarding house setting
One size fits all? What counts as quality practice in (reflexive) thematic analysis
Thinking with theory as a policy evaluation tool
It’s all about relationships”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being
Reflexive methodology
Homesickness among students in two cultures
The methodology of Focus Groups
If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It
Psychometric Properties of the Flourishing Scale in a New Zealand Sample
New Well-being Measures
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |