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Summary Patients with neurocognitive disorders often battle sleep disturbances. Kynurenic acid is a tryptophan metabolite of the kynurenine pathway implicated in the pathology of these illnesses. Modest increases in kynurenic acid, an antagonist at glutamatergic and cholinergic receptors, result in cognitive impairments and sleep dysfunction. We explored the hypothesis that inhibition of the kynurenic acid synthesising enzyme, kynurenine aminotransferase II, may alleviate sleep disturbances. At the start of the light phase, adult male and female Wistar rats received systemic injections of either: (i) vehicle; (ii) kynurenine (100 mg kg⁻¹; i.p.); (iii) the kynurenine aminotransferase II inhibitor, PF‐04859989 (30 mg kg⁻¹; s.c.); or (iv) PF‐04859989 and kynurenine in combination. Kynurenine and kynurenic acid levels were evaluated in the plasma and brain. Separate animals were implanted with electroencephalogram and electromyogram telemetry devices to record polysomnography, and evaluate the vigilance states wake, rapid eye movement sleep and non‐rapid eye movement sleep following each treatment. Kynurenine challenge increased brain kynurenic acid and resulted in reduced rapid eye movement sleep duration, non‐rapid eye movement sleep delta power and sleep spindles. PF‐04859989 reduced brain kynurenic acid formation when given prior to kynurenine, prevented disturbances in rapid eye movement sleep and sleep spindles, and enhanced non‐rapid eye movement sleep. Our findings suggest that reducing kynurenic acid in conditions where the kynurenine pathway is activated may serve as a potential strategy for improving sleep dynamics. 

Abstract BackgroundEngineering students encounter high levels of stress, which may negatively impact their mental health. Nevertheless, engineering students who experience mental health distress are less likely than their peers to seek professional help, even when controlling for gender and race/ethnicity. PurposeWe examined beliefs that undergraduate engineering students have about barriers and facilitators to seeking professional help for their mental health. We also sought to identify cultural and systemic factors within and beyond engineering that might affect help‐seeking. Together, these beliefs influence students' sense of personal agency around seeking mental health care. MethodWe implemented a pragmatic qualitative design that incorporated the integrated behavioral model to investigate engineering students' (N = 33) professional mental health help‐seeking beliefs. We used thematic analysis to analyze help‐seeking beliefs and perceived barriers and facilitators that students described during interviews. ResultsWe identified four themes: Navigating the system impacts personal agency; sacrifices associated with help‐seeking act as a barrier; engineering culture acts as a barrier to help‐seeking; and student confidence in help‐seeking varies significantly. These themes portray the effect of perceived barriers and facilitators on students' personal agency for accessing mental health care. Our findings have implications for engineering departments and university counseling centers that want to minimize barriers to help‐seeking. ConclusionsEngineering stakeholders must improve access to professional help for engineering students. Implementing changes to normalize help‐seeking behaviors, enhance personal agency, and facilitate engagement with mental health resources will create better conditions for engineers. Further research is necessary to understand how other beliefs (e.g., attitudes, perceived norms) inform the relationships between student mental health, professional help seeking, and engineering culture.