Commentary: Want to sleep better? Get a good pillow.

Commentary: Want to sleep better? Get a good pillow.

The solution to sleep deprivation problem is simple, does not involve technology or expensive interventions or lots of time, says one psychology professor from the University of California.

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A student resting in class. 

LOS ANGELES: Healthy sleep leads to healthy brains. Neuroscientists have gotten that message out. But parents, doctors and educators alike have struggled to identify what to do to improve sleep. 

Some have called for delaying school start times or limiting screentime before bed to achieve academic, health and even economic gains.

Still, recent estimates suggest that roughly half of adolescents in the United States are sleep-deprived. 

These numbers are alarming because sleep is particularly important during adolescence, a time of significant brain changes that affect learning, self-control and emotional systems. And sleep deficits are even greater in economically disadvantaged youth compared to more affluent counterparts.

READ: Are we losing the fight against inadequate sleep? A commentary

Research shows one solution to the sleep deprivation problem that is deceptively simple: Provide teens with a good pillow. Because getting comfortable bedding does not involve technology, expensive interventions or lots of time, it may be particularly beneficial for improving sleep among under-resourced adolescents.

CONSISTENCY OVER QUANTITY

Studies have shown that seemingly small differences in the quality and duration of sleep make a difference in how the brain processes information.

Sleep acts like a glue that helps the brain encode recently learned information into long-term knowledge. It also improves focus in school because sleep helps dampen hyperactive behaviour, strong emotional reactions and squirminess. 

This means that students who are normally dismissed from the classroom for disruptive behaviour are more likely to stay in class if they’re not sleep-deprived. More time in the class leads to more learning.

Classroom
File photo of a classroom. (Photo: AFP/Charly Triballeau)

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The number of hours asleep is not necessarily most important for healthy brain development over time.

Adolescents whose sleep is inconsistent across the school week, varying by as much as 2.5 hours from one night to the next, exhibited less development of white matter connections in their brains a year later than those who slept a more consistent number of hours per night.

White matter connections help process information efficiently and quickly by connecting different brain regions, similar to how a highway connects two cities. 

Adolescence is an important time for paving all the brain’s highways, and this research suggests sleep may be vital for this construction.

BETTER SLEEP COMES WITH BETTER BEDDING 

So what are the primary sleep ingredients that contribute to healthy brain development? 

Higher sleep quality is defined by fewer awakenings per night. Those are times in the night when sleep rhythms are disrupted and the person is briefly awake or moves into a lighter stage of sleep, whether they’re consciously aware of it or not. 

Study found that adolescents with better sleep quality had better “brain connectivity.” That is, connections among key brain regions were stronger.

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(File photo)

When identifying the reasons why some adolescents got better sleep than others, it wasn't less technology in the bedroom, darker rooms, less noise or higher socioeconomic status.

Adolescents who reported greater satisfaction with their bedding and pillows were the ones who had greater sleep quality, and greater sleep quality was associated with greater brain connectivity, an effect that cut across socioeconomic lines. 

Conversely, adolescents with low brain connectivity and poor sleep quality exhibited greater impulsivity than those with high connectivity and sleep quality, illustrating the real-world effects on behaviour.

So is there a perfect pillow? We found that one size doesn’t fit all. For some people, a flat pancake pillow soothes them into a sound slumber. For others, only a super puffy cloud will do. And although our findings were strongest for pillow comfort, bedding more generally was important too.

READ: Sleepless in Singapore? Let’s address our bedroom epidemic, a commentary

SLEEP INTERVENTIONS TO CLOSE ACHIEVEMENT GAP

In every measurable domain, young people reared in poverty experience poor outcomes. Compared to more affluent peers, they show poorer academic and cognitive performance, psycho-social well-being and physical health. These gaps have been the focus of intense debate and research but they remain wide and persistent.

Generic preschool image. Photo: TODAY
A child doing homework. (File photo: TODAY)

READ: A wake-up call, when a disadvantaged child gets 8 out of 100 for an exam, a commentary

The availability and quality of basic needs, including food, health, parental warmth and shelter, helps explain some of the discrepant outcomes between high and low-income adolescents. 

But researchers have sorely under-emphasised sleep – an equally important basic need that may be an untapped solution to the achievement gap.

Reducing the achievement gap is the goal of many government-funded programs. One way to achieve it is to create accessible and realistic targets for intervention that improve day-to-day functioning. 

Sleep may be one such target. It is relatively easy to quantify and track, affected by daily habits that can be changed such as parental monitoring and bedtime routines, and it is directly associated with learning, social and health outcomes.

READ: The trouble with helping disadvantaged kids is you don’t know where to start, a commentary

In a time of borderline hysteria over the effects of technology on sleep and brain development, little attention goes to the fundamental elements of good sleep in adolescents. 

Ensuring they have comfortable bedding may help improve sleep in all adolescents, particularly among poorer families. And it’s a lot easier to convince parents and teens to invest in pillows than to bicker over phone privileges.

Adriana Galvan is professor of psychology and the Jeffrey/Wenzel Chair in Behavioural Neuroscience at the University of California, Los Angeles. A version of this commentary first appeared on The Conversation. Read it here


Source: CNA/nr(sl)

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