A newly published study underscores the effectiveness of school-based sleep education in addressing widespread sleep deprivation among high school students and teachers. Guided by a Community-Based Participatory Research (CBPR) approach, the study involved both groups in the design and evaluation of a sleep health program.
In Phase 1, two student cohorts helped develop and refine a 30-minute, six-module curriculum. The final program was well received: 95% of students found it enjoyable, 75% would recommend it, and many indicated plans to adopt healthier sleep behaviors, such as getting more sleep and aiming for a more consistent sleep schedule. However, results revealed that around 75% of students were getting less than the recommended 8-10 hours of sleep on school nights, though sleep duration improved on weekends. Most students rated their sleep quality as “neither good nor bad” or “very good,” despite reporting frequent sleep difficulties.
Phase 2 focused on high school teachers, who also reported insufficient sleep, over half slept six hours or less on school nights. Like students, teachers slept longer on weekends. While teachers scored higher overall on sleep myth knowledge, common misconceptions persisted across both groups. Teachers were more likely to reject myths such as “studying late is better than sleeping before an exam” and “melatonin is always safe because it’s natural,” showing a stronger understanding of sleep’s role in health and performance. After attending an expert-led session, teachers rated the sleep education program as acceptable, appropriate, and feasible to deliver. Most expressed concern about their students’ sleep and confidence in teaching the material. However, the study notes that further training could enhance their effectiveness, particularly on complex topics like circadian rhythms and adolescent sleep biology.
This study, one of the first to compare sleep knowledge between students and teachers, highlights the need for targeted education and ongoing support. Researchers advocate for integrating sleep education into school health curricula to improve academic outcomes, mental well-being, and health equity among youth.
Full Article:
Schmickler, J. M., Quan, S. F., & Robbins, R. (2025). Designing and Assessing the Feasibility of a Teacher-Delivered Sleep Education Program for High School Students. American Journal of Health Education, 1-11. https://doi.org/10.1080/19325037.2025.2536775