O025 Boarding school students sleep better than day-student peers! The positive effects of bedtime routine and restricting technology use at night

Abstract Introduction Boarding students face unique challenges when entering school including separation from family and adapting to a novel environment. A particular challenge is sleep. The aim of this study was examine the sleep psychological wellbeing boarding student versus day-student peers. Methods 59 250 day-students (one Adelaide Years 10-12) completed School Sleep Habits Survey, Depression-Anxiety-Stress-Scale-21, Flourishing Scale. additionally Utrecht Homesickness Scale further 13 participated in focus group examining experiences sleeping house. Results compared reported 40 minutes more per night (p < .001), with earlier onset = .026) later wake up .008) times. No significant differences variables were observed between groups. For both groups, hierarchical regression revealed longer predicted better wellbeing. In students, homesickness-loneliness homesickness-ruminations Thematic analysis students’ responses that night-time routine, restricting technology use at facilitated Conclusion Surprisingly than day-students—a finding attributable having structured routines house restrictions on night. Nonetheless, poor homesickness predictive worse This highlights importance strategies which promote minimise but also routine bedtime for adolescent general.