TY - JOUR
T1 - In-person vs home schooling during the COVID-19 pandemic
T2 - Differences in sleep, circadian timing, and mood in early adolescence
AU - Stone, Julia E.
AU - Phillips, Andrew J.K.
AU - Chachos, Evangelos
AU - Hand, Anthony J.
AU - Lu, Sinh
AU - Carskadon, Mary A.
AU - Klerman, Elizabeth B.
AU - Lockley, Steven W.
AU - Wiley, Joshua F.
AU - Bei, Bei
AU - Rajaratnam, Shantha M.W.
AU - for the CLASS Study Team
N1 - Funding Information:
JES, EC, AJH, SL, JFW, MAC, and BB have no conflicts to declare. AJKP was an investigator on projects supported by the CRC for Alertness, Safety and Productivity, and he has received research funding from Versalux and Delos. EBK reports (nongovernment, nonuniversity): Travel support from World Conference of Chronobiology, Gordon Research Conference, Sleep Research Society, Santa Fe Institute, German Sleep Society (DGSM); Consulting/grant reviews income from Puerto Rice Science, Technology, and Research Trust, National Sleep Foundation, Sanofi‐Genzyme; Family member owns Chronsulting. SWL has had a number of commercial interests in the last 2 years (2019‐21). His interests were reviewed and managed by Mass General Brigham in accordance with their conflict of interest policies. No interests are directly related to the research or topic reported in this paper but, in the interests of full disclosure, are outlined below. SWL has received consulting fees from the EyeJust Inc, Rec Room, Six Senses, and Stantec; and has current consulting contracts with Akili Interactive; Apex 2100 Ltd.; Consumer Sleep Solutions; Hintsa Performance AG; KBR Wyle Services, Light Cognitive; Lighting Science Group Corporation/HealthE; Look Optic; Mental Workout/Timeshifter and View Inc He has received honoraria and travel or accommodation expenses from MIT, Roxbury Latin School, and University of Toronto, and travel or accommodation expenses (no honoraria) from Wiley; and royalties from Oxford University Press. He holds equity in iSleep Pty. He has received an unrestricted equipment gift from F. Lux Software LLC and holds an investigator‐initiated grant from F. Lux Software LLC. He has a Clinical Research Support Agreement and a Clinical Trials Agreement with Vanda Pharmaceuticals Inc He is an unpaid Board Member of the Midwest Lighting Institute (nonprofit). He was a Program Leader for the CRC for Alertness, Safety and Productivity, Australia, through an adjunct professor position at Monash University (2015‐2019). He is currently a part‐time faculty member at the University of Surrey. He has served as a paid expert in legal proceedings related to light, sleep, and health. SWMR was a Program Leader for the CRC for Alertness, Safety and Productivity, Australia, and currently serves as the Chair of the Sleep Health Foundation. SWMR reports grants from Vanda Pharmaceuticals, Philips Respironics, Cephalon, Rio Tinto and Shell and receiving equipment support and consultancy fees through his institution from Vanda, Circadian Therapeutics, Optalert, Tyco Healthcare, Compumedics, Mental Health Professionals Network, and Teva Pharmaceuticals, which are not related to this paper.
Funding Information:
This study was funded by an Australian Research Council Discovery Project Grant (DP190103444) and supported by an equipment grant from Vanda Pharmaceuticals. Wiley (1178487) and Bei (1140299) were supported by NHMRC fellowships. Klerman was supported by a NIH K24 award.
Publisher Copyright:
© 2021 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021/9
Y1 - 2021/9
N2 - During the COVID-19 pandemic, schools around the world rapidly transitioned from in-person to remote learning, providing an opportunity to examine the impact of in-person vs remote learning on sleep, circadian timing, and mood. We assessed sleep-wake timing using wrist actigraphy and sleep diaries over 1-2 weeks during in-person learning (n = 28) and remote learning (n = 58, where n = 27 were repeat assessments) in adolescents (age M ± SD = 12.79 ± 0.42 years). Circadian timing was measured under a single condition in each individual using salivary melatonin (Dim Light Melatonin Onset; DLMO). Online surveys assessed mood (PROMIS Pediatric Anxiety and Depressive Symptoms) and sleepiness (Epworth Sleepiness Scale – Child and Adolescent) in each condition. During remote (vs in-person) learning: (i) on school days, students went to sleep 26 minutes later and woke 49 minutes later, resulting in 22 minutes longer sleep duration (all P <.0001); (ii) DLMO time did not differ significantly between conditions, although participants woke at a later circadian phase (43 minutes, P =.03) during remote learning; and (iii) participants reported significantly lower sleepiness (P =.048) and lower anxiety symptoms (P =.006). Depressive symptoms did not differ between conditions. Changes in mood symptoms were not mediated by sleep. Although remote learning continued to have fixed school start times, removing morning commutes likely enabled adolescents to sleep longer, wake later, and to wake at a later circadian phase. These results indicate that remote learning, or later school start times, may extend sleep and improve some subjective symptoms in adolescents.
AB - During the COVID-19 pandemic, schools around the world rapidly transitioned from in-person to remote learning, providing an opportunity to examine the impact of in-person vs remote learning on sleep, circadian timing, and mood. We assessed sleep-wake timing using wrist actigraphy and sleep diaries over 1-2 weeks during in-person learning (n = 28) and remote learning (n = 58, where n = 27 were repeat assessments) in adolescents (age M ± SD = 12.79 ± 0.42 years). Circadian timing was measured under a single condition in each individual using salivary melatonin (Dim Light Melatonin Onset; DLMO). Online surveys assessed mood (PROMIS Pediatric Anxiety and Depressive Symptoms) and sleepiness (Epworth Sleepiness Scale – Child and Adolescent) in each condition. During remote (vs in-person) learning: (i) on school days, students went to sleep 26 minutes later and woke 49 minutes later, resulting in 22 minutes longer sleep duration (all P <.0001); (ii) DLMO time did not differ significantly between conditions, although participants woke at a later circadian phase (43 minutes, P =.03) during remote learning; and (iii) participants reported significantly lower sleepiness (P =.048) and lower anxiety symptoms (P =.006). Depressive symptoms did not differ between conditions. Changes in mood symptoms were not mediated by sleep. Although remote learning continued to have fixed school start times, removing morning commutes likely enabled adolescents to sleep longer, wake later, and to wake at a later circadian phase. These results indicate that remote learning, or later school start times, may extend sleep and improve some subjective symptoms in adolescents.
KW - adolescence
KW - circadian rhythms
KW - COVID-19
KW - melatonin
KW - remote learning
KW - school start times
KW - sleep
UR - http://www.scopus.com/inward/record.url?scp=85112651664&partnerID=8YFLogxK
U2 - 10.1111/jpi.12757
DO - 10.1111/jpi.12757
M3 - Article
C2 - 34273194
AN - SCOPUS:85112651664
SN - 0742-3098
VL - 71
JO - Journal of Pineal Research
JF - Journal of Pineal Research
IS - 2
M1 - e12757
ER -