Teacher and parent insight into the development of a combined school- and home-based sleep promotion program for...

Healthy sleep habits are important when children transition from variable preschool environments to a more structured elementary school setting. However, few studies have harnessed the unique partnership between teachers and parents in preventing suboptimal child sleep. This study aimed to engage key community partners (i.e., 4K & 5K teachers and parents) in developing a combined school- and home-based sleep promotion program for young children (4-6 years old).

Teachers (n=34, 100% female, 12.4±9.0 years' experience) from 2 school districts participated in semistructured focus groups or phone interviews (n=26 teachers in 3 focus groups; n=8 interviews), while parents (n=61, 97% female, age=33.1 ± 5.1 years) completed an online semistructured survey to inform the development of a sleep promotion program. Transcripts were independently coded using an inductive approach and consensus coding. Themes were generated using constant-comparison methods. Survey results were summarized using descriptive statistics.

Four key themes emerged from teachers' perspectives: 1) suboptimal sleep impacts children during the school day across multiple domains, (2) several barriers to adequate sleep exist, 3) parent-teacher interactions about sleep are complex and require unique approaches, and 4) a sleep program must fit within parent and teacher needs. Teachers noted leveraging the parent-teacher relationship may increase parent buy-in. Parents reported challenges with their child's sleep and conveyed interest in a tailored sleep promotion program during 4K.

Teachers are concerned about suboptimal child sleep and are invested in working with parents to support healthy sleep habits. A sleep promotion program that encompasses collaboration between the school and home environment would be well-received by families of young children. Findings will inform future content, engagement strategies, and delivery mode.