Ivanise Cortez de Sousa

Sleep patterns of teachers and adolescents who attend school in the morning

Late sleeping times characteristic of adolescence, when associated with the morning shift for school, reduce sleep duration on school days and increase sleep–wake cycle (SWC) irregularity. Furthermore, teachers start work in the morning and finish at night, in addition to working at home. In order to compare SWC patterns, daytime sleepiness and sleep quality, 165 adolescents and 55 secondary school teachers completed a “Health and Sleep” questionnaire and a sleep diary for seven days. The results showed that both woke up earlier during the week (class start time: about 7:15 h), and this was associated with less time spent in bed, worse sleep quality and increased daytime sleepiness. These parameters improved during the weekends, albeit less in teachers. Therefore, it is suggested that class time starting in the morning have a negative effect on teachers as well as to their adolescent students, reinforcing the need for changes in the start time of morning school.

Gender differences in sleep habits and quality and daytime sleepiness in elementary and high school teachers

ABSTRACT The extensive workload of teachers inside and outside the classroom may contribute to sleep problems. Such problems may occur more frequently in women due to the combination of professional demands, domestic tasks, and their relatively greater sleep needs compared to men. The objective of this cross-sectional study was to evaluate the influence of gender on sleep habits and quality, and daytime sleepiness in a sample of 243 teachers (77 men and 166 women) using questionnaires. Linear regression models were used to examine the effect of gender on sleep measures; the unadjusted model considered only gender and the adjusted model considered chronotype and work characteristics as potential confounders. Bedtimes of women were significantly earlier than men during the week, but not on weekends, in the unadjusted and adjusted models. Time in bed was longer for women throughout the week and weekend in the unadjusted model. However, in the adjusted model, this statistical significance disappeared, and longer time in bed during the week was associated with teaching in one shift and for both levels of education. In addition, the female gender was associated with higher sleepiness scores compared to males in both models, and worse sleep quality in the adjusted model. Also, sleep quality was worse in subjects working in three shifts and in both types of schools (public and private). The tendency to eveningness was associated with later bedtimes and wake up times during both week days and weekends, higher irregularity of bedtimes and wake up times, and higher sleepiness scores in the adjusted model. Therefore, we suggest that female teachers do not fulfill their sleep needs and show higher levels of diurnal sleepiness and poor sleep quality that can be modulated by chronotype and some work characteristics. More studies are needed to evaluate the role of double workload on this pattern.

Effect of a sleep education program on sleep knowledge and habits in elementary and high school teachers

The influence of a sleep education program (SEP) on the knowledge, habits, quality of sleep, and daytime sleepiness was evaluated in 40 Brazilian elementary and high school teachers [Groups: Experimental (EG=26)/Control (CG=14)]. The Health and Sleep questionnaire, Pittsburgh Sleep Quality Index and sleep logs were applied to both groups, at baseline and in reassessment three weeks after a SEP with the EG. The methodology of the SEP was based on the Meaningful Learning theory proposed by Ausubel, consisting of four fortnightly meetings, lasting 4h each. After the program, the EG showed an increase in sleep knowledge and a reduction in coffee consumption near bedtime. Besides, 17% of teachers improved sleep quality in this group. However, no changes occurred in sleep schedules and sleepiness. Nevertheless, the positive results reinforce the need for sleep education programs with teachers to spread sleep knowledge in schools and improve the sleep quality in these professionalsA influencia de um programa de educacao sobre o sono (PES) nos conhecimentos, habitos e qualidade do sono, e sonolencia diurna foi avaliada em 40 professores brasileiros do ensino basico [Grupos: Experimental (GE=26)/Controle (GC=14)]. A Saude e Sono, o Indice de Qualidade de Sono de Pittsburgh e o diario de sono foram aplicados nos grupos antes e tres semanas apos um PES aplicado no GE. O programa baseado na teoria da Aprendizagem Significativa consistiu de quatro encontros de 4h/cada. Apos o programa, o GE aumentou os conhecimentos sobre sono e reduziu o relato de consumo de cafe proximo a dormir, com melhora na qualidade de sono em 17% dos professores. Embora nao tenha havido diferencas nos horarios de sono e sonolencia, os resultados positivos reforcam a necessidade do desenvolvimento de programas educacionais sobre sono com professores para difusao do assunto nas escolas e melhora da qualidade do sono nestes profissionais.

Work schedule infl uence on sleep habits in elementary and high school teachers according to chronotype

Th e infl uence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Th erefore, the discussion of school start times, originally proposed for adolescents, needs to be magnifi ed to teachers, contributing to improvement of sleep habits and life quality in school environments.A influencia do horario de trabalho nos habitos e qualidade de sono, e sonolencia diurna de acordo com preferencias individuais nos horarios de sono foi avaliada por questionarios em 131 professores do ensino basico. Professores que iniciam as aulas ± 7:00 h acordam mais cedo e apresentam frequentemente sonolencia diurna excessiva comparados aos que iniciam a tarde. Dentre estes, aqueles com preferencia por horarios intermediarios ou tardios de sono sao mais irregulares nos horarios de acordar e aumentam a duracao do sono no fim de semana comparados aos professores com preferencia por acordar mais cedo. Em contrapartida, trabalhar somente a tarde parece proporcionar melhores condicoes de sono/vigilia, devido nao acarretar privacao de sono e proporcionar menor frequencia de sonolencia diurna. Portanto, a discussao do horario de inicio das escolas originalmente levantada para adolescentes, precisa ser ampliada para professores contribuindo para melhora nos habitos de sono e qualidade de vida no ambiente escolar.

Influencia del horario de trabajo en los hábitos del sueño en maestros de la escuela primaria, secundaria y preparatoria según cronotipo

Th e infl uence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Th erefore, the discussion of school start times, originally proposed for adolescents, needs to be magnifi ed to teachers, contributing to improvement of sleep habits and life quality in school environments.A influencia do horario de trabalho nos habitos e qualidade de sono, e sonolencia diurna de acordo com preferencias individuais nos horarios de sono foi avaliada por questionarios em 131 professores do ensino basico. Professores que iniciam as aulas ± 7:00 h acordam mais cedo e apresentam frequentemente sonolencia diurna excessiva comparados aos que iniciam a tarde. Dentre estes, aqueles com preferencia por horarios intermediarios ou tardios de sono sao mais irregulares nos horarios de acordar e aumentam a duracao do sono no fim de semana comparados aos professores com preferencia por acordar mais cedo. Em contrapartida, trabalhar somente a tarde parece proporcionar melhores condicoes de sono/vigilia, devido nao acarretar privacao de sono e proporcionar menor frequencia de sonolencia diurna. Portanto, a discussao do horario de inicio das escolas originalmente levantada para adolescentes, precisa ser ampliada para professores contribuindo para melhora nos habitos de sono e qualidade de vida no ambiente escolar.

Influência do horário de trabalho nos hábitos de sono em professores da educação básica de acordo com o cronotipo

Th e infl uence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Th erefore, the discussion of school start times, originally proposed for adolescents, needs to be magnifi ed to teachers, contributing to improvement of sleep habits and life quality in school environments.A influencia do horario de trabalho nos habitos e qualidade de sono, e sonolencia diurna de acordo com preferencias individuais nos horarios de sono foi avaliada por questionarios em 131 professores do ensino basico. Professores que iniciam as aulas ± 7:00 h acordam mais cedo e apresentam frequentemente sonolencia diurna excessiva comparados aos que iniciam a tarde. Dentre estes, aqueles com preferencia por horarios intermediarios ou tardios de sono sao mais irregulares nos horarios de acordar e aumentam a duracao do sono no fim de semana comparados aos professores com preferencia por acordar mais cedo. Em contrapartida, trabalhar somente a tarde parece proporcionar melhores condicoes de sono/vigilia, devido nao acarretar privacao de sono e proporcionar menor frequencia de sonolencia diurna. Portanto, a discussao do horario de inicio das escolas originalmente levantada para adolescentes, precisa ser ampliada para professores contribuindo para melhora nos habitos de sono e qualidade de vida no ambiente escolar.