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Sleep education in primary school prevents future school refusal behavior
Author(s) -
Maeda Tsutomu,
Oniki Kentaro,
Miike Teruhisa
Publication year - 2019
Publication title -
pediatrics international
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.49
H-Index - 63
eISSN - 1442-200X
pISSN - 1328-8067
DOI - 10.1111/ped.13976
Subject(s) - medicine , sleep deprivation , sleep (system call) , pupil , rhythm , pediatrics , gerontology , psychiatry , psychology , cognition , neuroscience , computer science , operating system
Background Sleep disorders, along with extreme difficulty in awakening, are one of the main causes of school refusal. The accumulation of chronic sleep deprivation accompanied by a late‐night lifestyle is considered the basic inciting factor. Methods From 2007, we initiated a sleep education program (Min‐Iku) in Fukui, Japan, with the aim of improving pupil lifestyle and preventing future school refusal. All grade 1‐6 Miyake‐primary school ( M‐PS ) pupils participated in this program and gave their informed consent. The Min‐Iku included (i) implementation of a “daily life rhythm survey” by recording the sleep–wake rhythm in a table for 14 days; (ii) evaluation of the sleep table according to the classifications A–D; (iii) interviews of stage D children and their guardians; (iv) lectures on the importance of daily life rhythms for parents and teachers; and (v) 45 min classwork for all participating pupils. Results In 2007, 10% of M‐ PS graduates developed school refusal behavior after entering Kaminaka junior high school ( K‐JHS ). The incidence of school refusal, however, decreased each year after the implementation of the Min‐Iku program and finally reached 0 by 2012. The sleep onset time of pupils improved each year, with the most common sleep time reaching 9:30 p.m. on both weekdays and holidays. With an earlier sleep time, the night‐time sleep duration was significantly extended ( P < 0.001 vs 2007 data). Conclusion The Min‐Iku program for primary school pupils successfully achieved a more routine night‐time sleep pattern and a regular life rhythm, which prevented school refusal during the subsequent JHS years.