Evaluation of effectiveness of a family-school collaborative on sleep health intervention among fifth-grade primary school students
10.16835/j.cnki.1000-9817.2026315
- VernacularTitle:家校协同对五年级小学生睡眠健康干预效果评价
- Author:
ZHU Guiyin, ZHU Fan, YANG Shuang, SONG Qingqing, ZHAO Fangfang,〖JZ〗 LI Li, ZHEN Guoxin, PENG Tao, HU Yifei, ZHAO Ruilan, MA Yinghua
1
Author Information
1. School of Public Health/Institute of Child and Adolescent Health, Peking University, Beijing 100191, China
- Publication Type:Journal Article
- Keywords:
Intervention studies；Sleep；Health promotion；Linear models；Students
- From:
Chinese Journal of School Health
2026;47(10):1395-1340
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effectiveness of a family-school collaborative intervention on sleep health among fifth-grade primary school students, so as to provide scientific evidence for promoting sleep health among primary school students.
Methods:From April to June 2024, a baseline survey was conducted on 342 fifth-grade students and their parents from one primary school in a district of Beijing, using the convenient sampling method. A semester of sleep health education was implemented from September to December 2024, covering cognitive, behavioral and environmental factors that affected timely bedtime; and the program took various forms, including student courses, popular-science articles for parents, and personalized feedback reports. Another primary school in the same area was conveniently selected as the control group, where 313 fifth-grade students and their parents received routine health education. The subjects were assessed for their baseline and end-point (March to June 2025) sleep conditions using sleep diaries (222 participants in the intervention group and 225 in the control group) and accelerometers (120 participants in the intervention group and 88 in the control group), respectively. The independent samples t-test and the Wilcoxon rank-sum test were used to compare characteristics between groups，and linear mixed models were employed to evaluate the intervention effects.
Results:In the sleep diary evaluation, the intervention group had an earlier weekend wake up time and a smaller social jetlag than the control group at baseline ( t/Z =3.42, 7.21); in the accelerometer evaluation, the intervention group exhibited a smaller social jetlag than the control group at baseline ( Z =3.90) (all P <0.05). In the sleep diary evaluation, compared with the control group, the intervention group showed a reduced pre-to-post change in school-day bedtime ( β = -6.70), whereas the pre-to-post changes in school-day sleep duration, weekend wake-up time, weekend sleep duration, and average sleep duration were all increased at baseline and at the end ( β =8.41, 22.58, 27.03,13.74) (all P <0.05). In the accelerometer evaluation, compared with the control group, the intervention group showed reduced pre-to-post changes in school-day sleep onset time and school-day wake time ( β =-14.75, -6.24), whereas the pre-to-post change in school-day sleep duration increased at baseline and at the end ( β =8.01) (all P <0.05).
Conclusion:A family-school collaborative sleep health intervention may be an effective strategy for improving sleep among fifth-grade primary school students.
