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Process Evaluation of a School-Based Intervention Promoting Sleep Health in Adolescents: A Mixed-Methods Study

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Title: Process Evaluation of a School-Based Intervention Promoting Sleep Health in Adolescents: A Mixed-Methods Study
Language: English
Authors: Maj-Britt M. R. Inhulsen (ORCID 0000-0002-3046-7475), Maartje M. van Stralen, Femke van Nassau, Vincent Busch
Source: Journal of School Health. 2025 95(11):944-954.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Sleep, Health Behavior, Barriers, Affordances, Intervention, Secondary School Students, Teacher Attitudes, Foreign Countries, Behavior Change, Early Adolescents, School Responsibility
Geographic Terms: Netherlands
DOI: 10.1111/josh.70061
ISSN: 0022-4391
1746-1561
Abstract: Background: Poor sleep health is increasingly recognized as a public health issue. Despite the potential of school-based interventions, few have successfully improved adolescent sleep health. To enhance intervention effectiveness, feasibility, and relevance, it is essential to understand barriers and facilitators affecting the adoption, implementation, and sustainment. This study evaluates these aspects for the sleep health promoting school-based intervention Charge Your Brainzzz in Dutch secondary schools. Methods: We conducted 12 semistructured interviews with teachers from five implementation schools, complemented by 372 questionnaires completed by second- and third-grade students from various educational tracks. Qualitative data were thematically analyzed and quantitative data were analyzed using descriptive statistics and tests. Results: Adoption was supported by teachers who valued sleep education and considered it a responsibility of schools. The intervention was generally well implemented, engaging, and aligned with teacher competencies and school structures. However, teachers questioned whether it would sufficiently improve adolescents' sleep health and questioned the intervention's optimal compatibility across educational tracks and grades. Adolescent satisfaction was moderate, showing differences among educational tracks. Implications for School Health Policy, Practice, and Equity: Involving stakeholders through participatory co-creation is recommended to better address adolescents' diverse needs. Given the strong influence of the (social) environment on sleep, expanding Charge Your Brainzzz into a broader, systems-oriented approach could yield greater and more lasting impact. Conclusions: This study provides insights into the adoption, implementation, and sustainment of Charge Your Brainzzz. While well received, further co-creative tailoring and a broader systems approach are needed to improve its impact on sleep health.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487011
Database: ERIC
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  Data: Process Evaluation of a School-Based Intervention Promoting Sleep Health in Adolescents: A Mixed-Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Maj-Britt+M%2E+R%2E+Inhulsen%22">Maj-Britt M. R. Inhulsen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3046-7475">0000-0002-3046-7475</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maartje+M%2E+van+Stralen%22">Maartje M. van Stralen</searchLink><br /><searchLink fieldCode="AR" term="%22Femke+van+Nassau%22">Femke van Nassau</searchLink><br /><searchLink fieldCode="AR" term="%22Vincent+Busch%22">Vincent Busch</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Sleep%22">Sleep</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Behavior%22">Health Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22School+Responsibility%22">School Responsibility</searchLink>
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  Data: 10.1111/josh.70061
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  Data: 0022-4391<br />1746-1561
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  Data: Background: Poor sleep health is increasingly recognized as a public health issue. Despite the potential of school-based interventions, few have successfully improved adolescent sleep health. To enhance intervention effectiveness, feasibility, and relevance, it is essential to understand barriers and facilitators affecting the adoption, implementation, and sustainment. This study evaluates these aspects for the sleep health promoting school-based intervention Charge Your Brainzzz in Dutch secondary schools. Methods: We conducted 12 semistructured interviews with teachers from five implementation schools, complemented by 372 questionnaires completed by second- and third-grade students from various educational tracks. Qualitative data were thematically analyzed and quantitative data were analyzed using descriptive statistics and tests. Results: Adoption was supported by teachers who valued sleep education and considered it a responsibility of schools. The intervention was generally well implemented, engaging, and aligned with teacher competencies and school structures. However, teachers questioned whether it would sufficiently improve adolescents' sleep health and questioned the intervention's optimal compatibility across educational tracks and grades. Adolescent satisfaction was moderate, showing differences among educational tracks. Implications for School Health Policy, Practice, and Equity: Involving stakeholders through participatory co-creation is recommended to better address adolescents' diverse needs. Given the strong influence of the (social) environment on sleep, expanding Charge Your Brainzzz into a broader, systems-oriented approach could yield greater and more lasting impact. Conclusions: This study provides insights into the adoption, implementation, and sustainment of Charge Your Brainzzz. While well received, further co-creative tailoring and a broader systems approach are needed to improve its impact on sleep health.
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      – SubjectFull: Health Behavior
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