Purpose: The first year of the COVID-19 pandemic constituted a major life stress event for many adolescents,
associated with disrupted school, behaviors, social networks, and health concerns. However, pandemic-related
stress was not equivalent for everyone and could have been influenced by pre-pandemic factors including
brain structure and sleep, which both undergo substantial development during adolescence. Here, we analyzed clusters of perceived stress levels across the pandemic and determined developmentally relevant pre-pandemic risk factors in brain structure and sleep of persistently high stress during the first year of the COVID-19 pandemic.
Methods: We investigated longitudinal changes in perceived stress at six timepoints across the first year of the
pandemic (May 2020–March 2021) in 5559 adolescents (50 % female; age range: 11–14 years) in the United
States (U.S.) participating in the Adolescent Brain Cognitive Development (ABCD) study. In 3141 of these adolescents, we fitted machine learning models to identify the most important pre-pandemic predictors from
structural MRI brain measures and self-reported sleep data that were associated with persistently high stress
across the first year of the pandemic.
Results: Patterns of perceived stress levels varied across the pandemic, with 5 % reporting persistently high stress. Our classifiers accurately detected persistently high stress (AUC > 0.7). Pre-pandemic brain structure, specifically cortical volume in temporal regions, and cortical thickness in multiple parietal and occipital regions,
predicted persistent stress. Pre-pandemic sleep difficulties and short sleep duration were also strong predictors of persistent stress, along with more advanced pubertal stage.
Conclusions: Adolescents showed variable stress responses during the first year of the COVID-19 pandemic, and some reported persistently high stress across the whole first year. Vulnerability to persistent stress was evident in several brain structural and self-reported sleep measures, collected before the pandemic, suggesting the relevance of other pre-existing individual factors beyond pandemic-related factors, for persistently high stress responses.
more »
« less
Individual, Social and Environmental Influences on Sleep in Latino Pre-Adolescents: A Qualitative Analysis
A community-based qualitative study identified multilevel influences on sleep duration, quality, and timing in 10 to 12-year-old Latino pre-adolescents via 11 focus groups with 46 children and 15 interviews with parents. An iterative content analysis revealed three themes negatively and positively impacted sleep: (1) Individual-level; (2) Social-level; and (3) Environmental-level influences. At the individual level, use of technology (e.g., phones), activity levels (e.g., sitting all day), dietary intake (e.g., junk food) and emotions (e.g., stress/anxiety) were reported to impact children’s sleep. Social-level influences included interactions with peers and family members as well as time hanging out and arguing/fighting. Environmental-level influences were living in home and neighborhood settings with certain sounds (e.g., soothing music), uncomfortable temperatures, and items/things (e.g., stuffed animal) in the sleeping area. Parent reports indicated that some factors at each level were exacerbated by the COVID-19 pandemic. Findings that influences at various levels interacted to impact sleep illustrate the need to simultaneously account for multiple levels of influence to best inform intervention development. Thus, application of social ecological models of behavior change to interventions may enhance sleep duration, quality, and timing among Latino pre-adolescents, as these models account for single as well as interacting influences to explain behavior.
more » « less- NSF-PAR ID:
- 10426320
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Journal of Adolescent Research
- ISSN:
- 0743-5584
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
Many students self-report that they are “night owls,” which can result from neurodevelopmental delays in the circadian timing system. However, whether an individual considers themselves to be an evening-type versus a morning-type (self-reported chronotype) may also be influenced by academic demands (e.g. class start times, course load) and behavioral habits (e.g. bedtime social media use, late caffeine consumption, daytime napping). If so, then chronotype should be malleable. We surveyed 858 undergraduate students enrolled in demanding science courses at up to three time points. The survey assessed morning/evening chronotype, global sleep quality, academics, and behavioral habits. Evening and morning-type students showed similar demographics, stress levels, and academic demands. At baseline measurements, relative to morning-types, evening-types showed significantly worse sleep quality and duration as well as 22% greater bedtime social media usage, 27% greater daytime napping duration, and 46% greater likelihood of consuming caffeine after 5pm. These behavioral habits partially mediated the effects of selfreported chronotype on sleep quality/duration, even after controlling for demographic factors. Interestingly, 54 students reported switching from being at least moderate evening-types at baseline to being at least moderate morning-types later in the semester and 56 students showed the reverse pattern (6.3% of students switched from “definitely” one chronotype to the other chronotype). Evening-to-morning “chrono-switchers” consumed less caffeine after 5pm and showed significantly better sleep quantity/quality at the later timepoint. Thus, some students may consider themselves to be night owls in part because they consume caffeine later, take more daytime naps, or use more social media at bedtime. Experimental work is needed to determine whether nudging night owls to behave like morning larks results in better sleep health or academic achievement.more » « less
-
more » « less
Abstract The COVID‐19 pandemic resulted in a reorganization of adolescents' routines, especially their sleep schedules. Utilising 175 caregiver‐adolescent dyads, the current study examined associations of biological (e.g., prenatal substance use), environmental (e.g., poverty), and relational (e.g., child maltreatment) subtypes of early life adversity (ELA) with various components of adolescents' sleep across the first year of the COVID‐19 pandemic. Relational ELA explained unique variance in adolescents' sleep disturbances, but not other sleep components, following short‐ and longer‐term exposure to the COVID‐19 pandemic. However, the direction of this association switched such that relational ELA predicted decreased sleep disturbances during the initial phase of the U.S. COVID‐19 pandemic in spring 2020 beyond pre‐pandemic levels, but, over time, contributed to increased sleep disturbances beyond early‐pandemic levels as the pandemic extended into the winter of 2020.
-
more » « less
Abstract Younger adults have a biological disposition to sleep and wake at later times that conflict with early morning obligations like work and school; this conflict leads to inadequate sleep duration and a difference in sleep timing between school days and weekends. The COVID-19 pandemic forced universities and workplaces to shut down in person attendance and implement remote learning and meetings that decreased/removed commute times and gave students more flexibility with their sleep timing. To determine the impact of remote learning on the daily sleep–wake cycle we conducted a natural experiment using wrist actimetry monitors to compare activity patterns and light exposure in three cohorts of students: pre-shutdown in-person learning (2019), during-shutdown remote learning (2020), and post-shutdown in-person learning (2021). Our results show that during-shutdown the difference between school day and weekend sleep onset, duration, and midsleep timing was diminished. For instance, midsleep during school days pre-shutdown occurred 50 min later on weekends (5:14 ± 12 min) than school days (4:24 ± 14 min) but it did not differ under COVID restrictions. Additionally, we found that while the interindividual variance in sleep parameters increased under COVID restrictions the intraindividual variance did not change, indicating that the schedule flexibility did not cause more irregular sleep patterns. In line with our sleep timing results, school day vs. weekend differences in the timing of light exposure present pre- and post-shutdown were absent under COVID restrictions. Our results provide further evidence that increased freedom in class scheduling allows university students to better and consistently align sleep behavior between school days and weekends.
-
more » « less
Abstract Both individual and group behavior can influence individual fitness, but multilevel selection is rarely quantified on social behaviors. Social networks provide a unique opportunity to study multilevel selection on social behaviors, as they describe complex social traits and patterns of interaction at both the individual and group levels. In this study, we used contextual analysis to measure the consequences of both individual network position and group network structure on individual fitness in experimental populations of forked fungus beetles (Bolitotherus cornutus) with two different resource distributions. We found that males with high individual connectivity (strength) and centrality (betweenness) had higher mating success. However, group network structure did not influence their mating success. Conversely, we found that individual network position had no effect on female reproductive success but that females in populations with many social interactions experienced lower reproductive success. The strength of individual-level selection in males and group-level selection in females intensified when resources were clumped together, showing that habitat structure influences multilevel selection. Individual and emergent group social behavior both influence variation in components of individual fitness, but impact the male mating success and female reproductive success differently, setting up intersexual conflicts over patterns of social interactions at multiple levels.
