A randomised controlled trial assessing the effects of a school-based sleep intervention in Year 6 and 7 students

The intervention is based on the Theory of Planned Behaviour. This theory suggests that an individual’s intention to change behaviour is a key deciding factor in whether or not an individual decides to change. This intention is impacted by (1) the individual’s attitudes about changing that behaviour, and (2) the opinions and expectations of significant people in their lives (“subjective norms”). The Theory of Planned Behaviour suggests that if a significant other expects and supports someone to change their behaviour (e.g. parent of a child in this study), the intention and motivation to change will be greater. Therefore the involvement of parents and significant others is critical to the success of the intervention and by doing so has been shown to result in greater engagement and more sustained change. The intervention therefore seeks to (1) impart the need for change, and the skills and strategies required to do so, and thereby increase the child‘s intention to change sleep behaviours; and (2) change social norm expectation by addressing the intervention to whole classes, teachers and parents. The sleep intervention program was developed and tested in a series of pilot studies conducted in 2007. The intervention content will be delivered over a period of one school term (10 weeks). Teachers will receive three hours’ training in the sleep intervention, and a teacher’s manual with teacher’s notes, explanations, references and resources. At the start of the intervention, parents receive an evidence-based educational booklet regarding children’s sleep recommendations and tips. The students then receive four classroom lessons delivered at weekly intervals, in which their teacher gives a PowerPoint presentation and stimulates classroom discussion of sleep-related topics. Each student also receives a workbook containing an overview of the weekly lessons, in addition to education activities aimed at reinforcing content of the lessons and a sleep diary for self-monitoring sleep behaviour. After the four classroom lessons, students complete a group project, culminating in a community presentation evening where they present their group work to the school and parent community, in addition to receiving an address by a sleep expert. The intervention is supported by a university-based website through which teachers and students can direct enquiries throughout the intervention period.