How sleep helps teens deal with social stress

Adequate sleep can help teens navigate challenging social situations

February 25, 2020

Science Daily/Michigan State University

Study found that adequate sleep allowed students to cope with discrimination and challenges associated with ethnic or racial bias. It also helps them problem-solve more effectively and seek peer support when faced with hardships

A new Michigan State University study found that a good night's sleep does adolescents good -- beyond helping them stay awake in class. Adequate sleep can help teens navigate challenging social situations.

The study, which focused on ninth grade students, found that adequate sleep allowed students to cope with discrimination and challenges associated with ethnic or racial bias. It also helps them problem-solve more effectively and seek peer support when faced with hardships.

"Findings of this study have important implications," said Yijie Wang, assistant professor of human development and family studies at MSU. "Understanding how sleep helps adolescents negotiate social challenges may consequently elucidate how promoting sleep may improve adolescent adjustment during high school and beyond."

Published in Child Development, this is the first study to identify the timing in which sleep helps with adolescents cope with stress.

Compared to adults and children, high school students are particularly at risk for insufficient sleep due to early school times, busy schedules and increased social stressors. The transition to high school also introduces more diversity to their social environment and relationships.

Via this study, Wang and co-author Tiffany Yip of Fordham University wanted to pinpoint the effect sleep has on coping with discrimination. They found that if a teen has a good night of sleep, they are able to cope with harsh experiences -- like discrimination -- better.

"This study did not treat sleep as a consequence of discrimination," Wang said. "However, our team did identify the influence of discrimination on same-day sleep in other studies. These studies showed that, on days when adolescents experienced ethnic or racial discrimination, they slept less and also took longer to actually fall asleep."

Participants in the study wore an actigraphy watch, which tracked physical activities in one-minute intervals and determined their sleep-wake state, every day for two weeks. The students were also asked to complete a survey each day before bed, reporting their daytime experiences such as ethnic or racial discrimination, how they responded to stress and their psychological well-being.

A surprising finding in the study was that peers, not parents, were the immediate support that help adolescents cope with discrimination.

"Compared to parents, peers are likely to be witnessing and involved in adolescents' experiences of ethnic or racial discrimination on a daily basis," Wang said. "As such, they're more of an immediate support that backs up adolescents and comforts them when discrimination occurs."

Still, parents have an important role in helping their children cope with both sleep and social situations. Beyond getting the recommended eight hours, the quality of sleep is just as important. That includes having a regular bedtime, limiting media use and providing a quiet, less crowded sleep environment.

While encouraging good sleep habits in adolescents can be a struggle, said Wang that the benefits of a routine help them cope with the challenges of life in high school and beyond.

"The promotive effect of sleep is so consistent," Wang said. "It reduces how much adolescents ruminate, it promotes their problem solving and it also helps them to better seek support from their peers."

https://www.sciencedaily.com/releases/2020/02/200225143511.htm

Want to live longer? Stay in school

February 20, 2020

Science Daily/Yale University

A multi-institution study has attempted to tease out the relative impact of two variables most often linked to life expectancy -- race and education -- by combing through data about 5,114 black and white individuals in four US cities.

Life expectancy in the United States has been in decline for the first time in decades, and public health officials have identified a litany of potential causes, including inaccessible health care, rising drug addiction and rates of mental health disorders, and socio-economic factors. But disentangling these variables and assessing their relative impact has been difficult.

Now, a multi-institution study led by the Yale School of Medicine and University of Alabama-Birmingham has attempted to tease out the relative impact of two variables most often linked to life expectancy -- race and education -- by combing through data about 5,114 black and white individuals in four U.S. cities.

The lives and deaths among this group of people -- who were recruited for a longevity study approximately 30 years ago, when they were in their early 20s, and are now in their mid-50s -- shows that the level of education, and not race, is the best predictor of who will live the longest, researchers report Feb. 20 in the American Journal of Public Health. The individuals were part of the Coronary Artery Risk Development in Young Adults (CARDIA) study.

Among the 5,114 people followed in the study, 395 had died.

"These deaths are occurring in working-age people, often with children, before the age of 60," said Yale's Brita Roy, assistant professor of medicine and epidemiology and corresponding author of the paper.

The rates of death among individuals in this group did clearly show racial differences, with approximately 9% of blacks dying at an early age compared to 6% of whites. There were also differences in causes of death by race. For instance, black men were significantly more likely to die by homicide and white men from AIDS. The most common causes of death across all groups over time were cardiovascular disease and cancer.

But there were also notable differences in rates of death by education level. Approximately 13% of participants with a high school degree or less education died compared with only approximately 5% of college graduates.

Strikingly, note the researchers, when looking at race and education at the same time, differences related to race all but disappeared: 13.5% of black subjects and 13.2% of white subjects with a high school degree or less died during the course of the study. By contrast, 5.9% of black subjects and 4.3% of whites with college degrees had died.

To help account for differences in age-related mortality, the researchers used a measure called Years of Potential Life Lost (YPLL), calculated as projected life expectancy minus actual age at death. This measure not only captures numbers of deaths, but also how untimely they were. For example, someone who dies at age 25 from homicide accrues more YPLL than someone who dies at age 50 from cardiovascular disease. It would take two deaths at age 50 to equal the YPLL from a single death at age 25.

Even after accounting for the effects of other variables such as income, level of education was still the best predictor of YPLL. Each educational step obtained led to 1.37 fewer years of lost life expectancy, the study showed.

"These findings are powerful," Roy said. "They suggest that improving equity in access to and quality of education is something tangible that can help reverse this troubling trend in reduction of life expectancy among middle-aged adults."

https://www.sciencedaily.com/releases/2020/02/200220193449.htm

Stress in small children separated from their parents may alter genes

February 18, 2020

Science Daily/SAGE

Several studies show that small children cared for outside the home, especially in poor quality care and for 30 or more hours per week, have higher levels of cortisol than children at home.

Experts in the emotional needs of small children say increased levels of the stress hormone cortisol in babies and small children who are separated from their parents, especially their mothers, could have a long-term genetic impact on future generations. In a commentary published by the Journal of the Royal Society of Medicine, the authors say that several studies show that small children cared for outside the home, especially in poor quality care and for 30 or more hours per week, have higher levels of cortisol than children at home.

Professor Sir Denis Pereira Gray, Emeritus Professor of General Practice at the University of Exeter, and President of the children's charity 'What About the Children?' who wrote the paper with two colleagues, said: "Cortisol release is a normal response to stress in mammals facing an emergency and is usually useful. However, sustained cortisol release over hours or days can be harmful."

The authors say that raised cortisol levels are a sign of stress and that the time children spend with their parents is biologically more important than is often realised. Stress has been associated with children, particularly boys, acting aggressively. Not all children are affected, but an important minority are. Raised cortisol levels are associated with reduced antibody levels and changes in those parts of the brain which are associated with emotional stability.

"Environmental factors interact with genes, so that genes can be altered, and once altered by adverse childhood experiences, can pass to future generations. Such epigenetic effects need urgent study," say the authors.

Sir Denis added: "Future research should explore the links between the care of small children in different settings, their cortisol levels, DNA, and behaviour."

https://www.sciencedaily.com/releases/2020/02/200218131850.htm

Reshaping modern play spaces for children's health

February 14, 2020

Science Daily/University of South Australia

A world first review of the importance of nature play could transform children's play spaces, supporting investment in city and urban parks, while also delivering important opportunities for children's physical, social and emotional development.

Conducted by the University of South Australia the systematic review explored the impacts of nature play on the health and development of children aged 2-12 years, finding that nature play improved children's complex thinking skills, social skills and creativity.

Led by UniSA masters student Kylie Dankiw and researcher Associate Professor Katherine Baldock, this study is the first to provide evidence that supports the development of innovative nature play spaces in childcare centres and schools.

"In recent years, nature play has become more popular with schools and childcare centres, with many of them re-developing play spaces to incorporate natural elements, such as trees, plants and rocks. But as they transition from the traditional 'plastic fantastic' playgrounds to novel nature-based play spaces, they're also looking for empirical evidence that supports their investments," Dankiw says.

"Our research is the first to rigorously, transparently and systematically review the body of work on nature play and show the impact it has on children's development. We're pleased to say that the findings indicate a positive connection between nature play and children's development.

"For early childhood educators, health practitioners, policymakers and play space designers, this is valuable information that may influence urban play environments and re-green city scapes."

Comprising a systematic review of 2927 peer-reviewed articles, the research consolidated 16 studies that involved unstructured, free play in nature (forest, green spaces, outdoors, gardens) and included natural elements (highly vegetated, rocks, mud, sand, gardens, forests, ponds and water) to determine the impact of nature play on children's health and development.

It found that nature play improved children's levels of physical activity, health-related fitness, motor skills, learning, and social and emotional development. It also showed that nature play may deliver improvements in cognitive and learning outcomes, including children's levels of attention and concentration, punctuality, settling in class (even after play), constructive play, social play, as well as imaginative and functional play.

"Nature play is all about playing freely with and in nature. It's about making mud pies, creating stick forts, having an outdoor adventure, and getting dirty," Dankiw says.

"These are all things that children love to do, but unfortunately, as society has become more sedentary, risk averse and time-poor, fewer children are having these opportunities.

"By playing in nature, children can build their physical capabilities -- their balance, fitness, and strength. And, as they play with others, they learn valuable negotiation skills, concepts of sharing and friendships, which may contribute to healthy emotional and social resilience."

https://www.sciencedaily.com/releases/2020/02/200214134713.htm

Love matters: How parents' love shapes children's lives

February 12, 2020

Science Daily/University of Michigan

Parents often put their own relationship on the back burner to concentrate on their children, but a new study shows that when spouses love each other, children stay in school longer and marry later in life.

Research about how the affection between parents shapes their children's long-term life outcomes is rare because the data demands are high. This study uses unique data from families in Nepal to provide new evidence. The study, co-authored by researchers at the University of Michigan and McGill University in Quebec, was published in the journal Demography.

"In this study, we saw that parents' emotional connection to each other affects child rearing so much that it shapes their children's future," said co-author and U-M Institute for Social Research researcher William Axinn. "The fact that we found these kinds of things in Nepal moves us step closer to evidence that these things are universal."

The study uses data from the Chitwan Valley Family Study in Nepal. The survey launched in 1995, and collected information from 151 neighborhoods in the Western Chitwan Valley. Married couples were interviewed simultaneously but separately, and were asked to assess the level of affection they had for their partner. The spouses answered "How much do you love your (husband/wife)? Very much, some, a little, or not at all?"

The researchers then followed the children of these parents for 12 years to document their education and marital behaviors. The researchers found that the children of parents who reported they loved each other either "some" or "very much" stayed in school longer and married later.

"Family isn't just another institution. It's not like a school or employer. It is this place where we also have emotions and feelings," said lead author Sarah Brauner-Otto, director of the Centre on Population Dynamics at McGill University. "Demonstrating and providing evidence that love, this emotional component of family, also has this long impact on children's lives is really important for understanding the depth of family influence on children."

Nepal provides an important backdrop to study how familial relationships shape children's lives, according to Axinn. Historically, in Nepal, parents arranged their children's marriage, and divorce was rare. Since the 1970s, that has been changing, with more couples marrying for love, and divorce still rare, but becoming more common.

Education has also become more widespread since the 1970s. In Nepal, children begin attending school at age 5, and complete secondary school after grade 10, when they can take an exam to earn their "School-Leaving Certificate." Fewer than 3% of ever-married women aged 15-49 had earned an SLC in 1996, while nearly a quarter of women earned an SLC in 2016. Thirty-one percent of men earned SLCs in 2011. By 2016, 36.8% of men had.

The researchers say that their next important question will be to identify why parental love impacts children in this way. The researchers speculate that when parents love each other, they tend to invest more in their children, leading to children remaining in education longer. The children's home environments may also be happier when parents report loving each other, so the children may be less likely to escape into their own marriages. Children may also view their parents as role models, and take longer to seek similar marriages.

These findings still stood after researchers considered other factors that shape a married couple's relationship and their children's transition to adulthood. These include caste-ethnicity; access to schools; whether the parents had an arranged marriage; the childbearing of the parents; and whether the parents had experience living outside their own families, possibly being influenced by Western ideas of education and courtship.

"The result that these measures of love have independent consequences is also important," Axinn said. "Love is not irrelevant; variations in parental love do have a consequence."

https://www.sciencedaily.com/releases/2020/02/200212150134.htm

Sitting still linked to increased risk of depression in adolescents

February 11, 2020

Science Daily/University College London

Too much time sitting still -- sedentary behaviour -- is linked to an increased risk of depressive symptoms in adolescents, finds a new UCL-led study.

The Lancet Psychiatry study found that an additional 60 minutes of light activity (such as walking or doing chores) daily at age 12 was associated with a 10% reduction in depressive symptoms at age 18.

"Our findings show that young people who are inactive for large proportions of the day throughout adolescence face a greater risk of depression by age 18. We found that it's not just more intense forms of activity that are good for our mental health, but any degree of physical activity that can reduce the time we spend sitting down is likely to be beneficial," said the study's lead author, PhD student Aaron Kandola (UCL Psychiatry).

"We should be encouraging people of all ages to move more, and to sit less, as it's good for both our physical and mental health."

The research team used data from 4,257 adolescents, who have been participating in longitudinal research from birth as part of the University of Bristol's Children of the 90s cohort study. The children wore accelerometers to track their movement for at least 10 hours over at least three days, at ages 12, 14 and 16.

The accelerometers reported whether the child was engaging in light activity (which could include walking or hobbies such as playing an instrument or painting), engaging in moderate-to-physical activity (such as running or cycling), or if they were sedentary. The use of accelerometers provided more reliable data than previous studies which have relied on people self-reporting their activity, which have yielded inconsistent results.

Depressive symptoms, such as low mood, loss of pleasure and poor concentration, were measured with a clinical questionnaire. The questionnaire measures depressive symptoms and their severity on a spectrum, rather than providing a clinical diagnosis.

Between the ages of 12 and 16, total physical activity declined across the cohort, which was mainly due to a decrease in light activity (from an average of five hours, 26 minutes to four hours, five minutes) and an increase in sedentary behaviour (from an average of seven hours and 10 minutes to eight hours and 43 minutes).

The researchers found that every additional 60 minutes of sedentary behaviour per day at age 12, 14 and 16 was associated with an increase in depression score of 11.1%, 8% or 10.5%, respectively, by age 18. Those with consistently high amounts of time spent sedentary at all three ages had 28.2% higher depression scores by age 18.

Every additional hour of light physical activity per day at age 12, 14 and 16 was associated with depression scores at age 18 that were 9.6%, 7.8% and 11.1% lower, respectively.

The researchers found some associations between moderate-to-vigorous activity at earlier ages and reduced depressive symptoms, although they caution that their data was weaker due to low levels of activity of such intensity in the cohort (averaging around 20 minutes per day), so the findings do not clarify whether moderate-to-vigorous activity is any less beneficial than light activity.

While the researchers cannot confirm that the activity levels caused changes to depressive symptoms, the researchers accounted for potentially confounding factors such as socioeconomic status, parental history of mental health, and length of time wearing the accelerometer, and avoided the possibility of reverse causation by adjusting their analysis to account for people with depressive symptoms at the study outset.

"Worryingly, the amount of time that young people spend inactive has been steadily rising for years, but there has been a surprising lack of high quality research into how this could affect mental health. The number of young people with depression also appears to be growing and our study suggests that these two trends may be linked," Kandola added.

The study's senior author, Dr Joseph Hayes (UCL Psychiatry and Camden and Islington NHS Foundation Trust), said: "A lot of initiatives promote exercise in young people, but our findings suggest that light activity should be given more attention as well."

"Light activity could be particularly useful because it doesn't require much effort and it's easy to fit into the daily routines of most young people. Schools could integrate light activity into their pupils' days, such as with standing or active lessons. Small changes to our environments could make it easier for all of us to be a little bit less sedentary," he added.

https://www.sciencedaily.com/releases/2020/02/200211193051.htm

Study takes a stand against prolonged sitting

Solutions to lower health risks for students and faculty include stretch breaks, more open classrooms

February 6, 2020

Science Daily/University of California - Los Angeles

A new study shows classrooms remain overlooked when it comes to the health risks of sitting still for too long. Researchers found most students don't realize the health risks can't be counteracted by later exercise, and perhaps unsurprisingly, students feel it is socially unacceptable to take a walk while the professor is still leading class. The researchers have solutions like building open classrooms and offering instructor-led stretch breaks.

In many workplaces, standing desks and walking meetings are addressing the health dangers of sitting too long each day, but for universities, the natural question is how to make such adjustments for classrooms.

The question appealed to emerita dance professor Angelia Leung from the UCLA Department of World Arts & Cultures/Dance. Sitting too long was never an issue for Leung's students. But for most college students, desk time is more common than dance time. In an unusual collaboration between the arts and sciences, Leung partnered with Burt Cowgill, an assistant adjunct professor with the UCLA Fielding School of Public Health, to find ways to help students stand up.

The team's research, published in the Journal of American College Health on Feb. 6, hit upon solutions that students and faculty can agree on. However, all the solutions, the researchers said, would work best if joined with an effort to raise awareness about the health risks of extended sitting, aimed at shifting cultural expectations and norms about classroom etiquette.

Studies have linked prolonged sitting with health concerns such as heart disease, cancer, depression, diabetes and obesity. Research shows that breaking up long periods of sitting with movement at least once an hour reduces those risks, while regular exercise at other times of day does not. Despite those risks, the UCLA research found that more than half of students interviewed considered it socially unacceptable to stand up and stretch in the middle of class, and nearly two-thirds felt the same about doing so during smaller discussion sections.

"A cultural change has to take place -- that it's OK to take a stretch break, to stand up during a lecture, to fidget when needed -- it's 'good' for health's sake," Leung said. "My students have an advantage because dance classes naturally involve movement, but we can extend these benefits to any class on campus with something as simple as short stretching breaks -- no dancing required."

Some of the recommendations are simple: Take hourly breaks to stand and stretch during long classes; include more small-group activities that require moving to switch desks; and create more open classrooms with space to walk without squeezing past fellow students and room to install standing desk areas.

To overcome social stigma, the researchers emphasized that professors and instructors will have to take the lead in offering group breaks at specific times rather than suggesting students can get up any time they wish. They also recommended that professors encourage students to get up and move during their breaks; and suggested that university administrators establish policies that call for building more open classrooms and adding features such as adjustable desks.

The research was funded by the Semel Healthy Campus Initiative Center at UCLA, a campuswide effort to make the healthy choice the easy choice, and to promote wellness through education and research. For the study, moderators conducted eight focus-group interviews and guided discussions with 66 UCLA students, roughly half undergraduates and half graduate students. The researchers also interviewed eight faculty members. The researchers looked at how much students and faculty knew about the health risks of sitting, investigated whether the participants could avoid prolonged sitting in class, and gathered ideas for feasible solutions.

"We need to change the way we teach so that we can offer more standing breaks, create opportunities for in-class movement, and even change the built environment so that there's more room for moving around," Cowgill said.

But even though the study found that students and faculty were broadly supportive of making changes, Cowgill said he doubts people will, ahem, stand up against the status quo if there isn't also an effort to raise awareness about the health risks. Social norms and the physical classroom environment are barriers, but awareness is the biggest obstacle.

Cowgill said he was surprised to learn that many of the participants were not aware of the health problems that prolonged sitting can cause, even for people who are otherwise active. "Many people thought they would be fine if they also squeezed in a 30-minute jog, and that's just not what research shows us."

The researchers expect the study will shed light on misconceptions about the health risks of extended sitting, and help faculty and students learn the ways they can work together to stand up and stretch.

https://www.sciencedaily.com/releases/2020/02/200206132339.htm

Children's mental health is affected by sleep duration

February 4, 2020

Science Daily/University of Warwick

Depression, anxiety, impulsive behaviour and poor cognitive performance in children is affected by the amount of sleep they have, researchers from the University of Warwick have found.

Sleep states are active processes that support reorganisation of brain circuitry. This makes sleep especially important for children, whose brains are developing and reorganizing rapidly.

In the paper 'Sleep duration, brain structure, and psychiatric and cognitive problems in children,' published in the journal Molecular Psychiatry, 11,000 children aged 9-11 from the Adolescent Brain Cognitive Development dataset had the relationship between sleep duration and brain structure examined by researchers Professor Jianfeng Feng, Professor Edmund Rolls, Dr. Wei Cheng and colleagues from the University of Warwick's Department of Computer Science and Fudan University.

Measures of depression, anxiety, impulsive behaviour and poor cognitive performance in the children were associated with shorter sleep duration. Moreover, the depressive problems were associated with short sleep duration one year later.

Lower brain volume of brain areas involved the orbitofrontal cortex, prefrontal and temporal cortex, precuneus, and supramarginal gyrus was found to be associated with the shorter sleep duration by using big data analysis approach.

Professor Jianfeng Feng, from the University of Warwick's Department of Computer Science comments:

"The recommended amount of sleep for children 6 to 12 years of age is 9-12 hours. However, sleep disturbances are common among children and adolescents around the world due to the increasing demand on their time from school, increased screen time use, and sports and social activities.

A previous study showed that about 60% of adolescents in the United States receive less than eight hours of sleep on school nights.

"Our findings showed that the behaviour problems total score for children with less than 7 hours sleep was 53% higher on average and the cognitive total score was 7.8% lower on average than for children with 9-11 hours of sleep. It highlights the importance of enough sleep in both cognition and mental health in children."

Professor Edmund Rolls from the University of Warwick's Department of Computer Science also commented:

"These are important associations that have been identified between sleep duration in children, brain structure, and cognitive and mental health measures, but further research is needed to discover the underlying reasons for these relationships."

https://www.sciencedaily.com/releases/2020/02/200204094726.htm

Kids diagnosed with ADHD often don't take medication regularly

February 3, 2020

Science Daily/Murdoch Childrens Research Institute

Children diagnosed with ADHD inconsistently take their prescribed medication, going without treatment 40 per cent of the time, a new study has found.

The research, led by the Murdoch Children's Research Institute (MCRI) and published in Archives of Disease in Childhood, shows the average medication coverage, the total time on drug between the first and the last redeemed prescription, was just 60 per cent.

Lead author and MCRI Associate Professor Daryl Efron said medication use was relatively high in the first few months, then progressively decreased, only increasing again after five or six years of treatment.

Additionally, children from socially disadvantaged families who were prescribed ADHD medication were less likely to consistently take it.

"We know low socio economic families can find it more difficult to attend medical appointments, with factors including appointment costs, transport difficulties and missed work all potentially contributing," he said.

The study showed the average medication coverage was 81 per cent in the first 90 days dropping to 54 per cent after 90 days.

Associate Professor Efron said little had been known about the longer term adherence to medication by children with ADHD until now.

"About 90 per cent of children with ADHD respond well to at least one of the stimulant ADHD medications," he said.

"ADHD is a chronic condition and so there is a strong argument that treatment should be provided consistently for several years in most cases. But adherence with ADHD medications is often inconsistent."

The study of 3,537 children looked at all redeemed ADHD prescriptions of the three frontline treatments, methylphenidate, dexamphetamine, and atomoxetine, by participants in the Longitudinal Study of Australian Children.

The study found that 166 children (3.6 per cent) had ever redeemed a prescription for an ADHD medication. Boys were four times more likely to be prescribed ADHD medication than girls.

Associate Professor Efron said the findings have important clinical implications.

About one in 20 children in Australia has ADHD, according to ADHD Australia.

"Effort should be made to continue to engage children who stop taking medications and their families to ensure they are able to access appropriate interventions, which may include medication alongside other interventions such as mental health and educational supports," Associate Professor Efron said.

https://www.sciencedaily.com/releases/2020/02/200203104447.htm

Students' feelings about high school are mostly negative

January 30, 2020

Science Daily/Yale University

In a nationwide US survey of 21,678 US high school students, researchers found that nearly 75% of the students' self-reported feelings related to school were negative.

Ask a high school student how he or she typically feels at school, and the answer you'll likely hear is "tired," closely followed by "stressed" and "bored."

In a nationwide survey of 21,678 U.S. high school students, researchers from the Yale Center for Emotional Intelligence and the Yale Child Study Center found that nearly 75% of the students' self-reported feelings related to school were negative.

The study, which appeared in the January edition of the Journal of Learning and Instruction, also involved a second, "experience sampling" study in which 472 high school students in Connecticut reported their feelings at distinct moments throughout the school day. These momentary assessments told the same story: High school students reported negative feelings 60% of the time.

"It was higher than we expected," said co-author and research scientist Zorana Ivcevic. "We know from talking to students that they are feeling tired, stressed, and bored, but were surprised by how overwhelming it was."

Students were recruited for the survey through email lists of partner schools and through social media channels from nonprofits like the Greater Good Science Center and Born this Way Foundation. The students represent urban, suburban, and rural school districts across all 50 states and both public and private schools. The researchers found that all demographic groups reported mostly negative feelings about school, but girls were slightly more negative than boys.

"Overall," said co-author Marc Brackett, "students see school as a place where they experience negative emotions."

In the first online survey, students were asked to "think about the range of positive and negative feelings you have in school" and provide answers in three open text boxes. They were also asked to rate on a scale of 0 (never) to 100 (always) how often they felt 10 emotions: happy, proud, cheerful, joyful, lively, sad, mad, miserable, afraid, scared, stressed and bored.

In the open-ended responses, the most common emotion students reported was tired (58%). The next most-reported emotions -- all just under 50% -- were stressed, bored, calm, and happy. The ratings scale supported the findings, with students reporting feeling stressed (79.83%) and bored (69.51%) the most.

When those feelings are examined with more granularity, said Ivcevic, they reveal something interesting. The most-cited positive descriptions -- calm and happy -- are vague.

"They are on the positive side of zero," Ivcevic said, "but they are not energized or enthusiastic." Feeling "interested" or "curious," she noted, would reveal a high level of engagement that is predictive of deeper and more enduring learning.

She added that many of the negative feelings may be interrelated, with tiredness, for example, contributing to boredom or stress. "Boredom is in many ways similar to being tired," she said. "It's a feeling of being drained, low-energy. Physical states, such as being tired, can be at times misattributed as emotional states, such as boredom."

The researchers noted that the way students feel at school has important implications in their performance and their overall health and well-being. "Students spend a lot of their waking time at school," Ivcevic said. "Kids are at school to learn, and emotions have a substantial impact on their attention. If you're bored, do you hear what's being said around you?"

Public attention has turned recently to early start times for high schools in the U.S. and how that contributes to sleep deprivation among students, which is associated with a number of other health risks -- including weight gain, depression, and drug use -- and poor academic performance. The American Academy of Pediatrics has recommended that high schools start at 8:30 a.m. or later, but the vast majority start earlier.

"It is possible that being tired is making school more taxing," Ivcevic said, "so that it is more difficult for students to show curiosity and interest. It is like having an extra weight to carry."

Unfortunately, she added, decisions about school start times are often not made with students' health and wellbeing in mind. "There has been a movement in recent years to move school start times later," she said. "The reasons for not moving it have nothing to do with students' wellbeing or their ability to learn." Instead, these decisions are often driven by concerns about athletic programs, extracurricular activities, and transportation.

At the Yale Center for Emotional Intelligence, where Brackett is founding director and lead developer of RULER, an evidence-based approach to social and emotional learning, the goal is to give students and staff the tools to use their emotions wisely. RULER doesn't claim to prevent tiredness and boredom, but it is designed to help students to find an outlet for their feelings and to support teachers and students in developing emotion skills to promote greater engagement and enhance academic performance.

https://www.sciencedaily.com/releases/2020/01/200130173558.htm