Table 1 Adolescent sleep health whole systems action plan
From: Developing a whole systems action plan promoting Dutch adolescents’ sleep health
School environment | |||||
|---|---|---|---|---|---|
Mechanism | Leverage Point | Action Number | Actions | ASM Level | Potential Implementers |
Evening Homework and Planning | LP1: Reducing evening homework (Event) LP2: Aiding adolescents in planning their homework (Event) | 1 | Teachers avoid assigning homework for the following day | Event | Teachers |
Schools have a policy stating to assign little to no homework for the next day | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' (in Dutch: GGD) healthy school advisors; the national Dutch Healthy School Program; [18] Youth at a healthy weight program (in Dutch: JOGG); [19] the Dutch Council for Secondary Education (in Dutch: VO Raad); [20] the Dutch Youth Institute (in Dutch: Nji); [21] the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
2 | Students get their homework details communicated in time, at the latest at 4:00 PM | Event | Teachers | ||
School have a policy stating that homework details are communicated in time, at the latest at 4:00 PM | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
3 | Students receive a maximum amount of homework of two hours a day | Event | Teachers | ||
Schools have a policy that states that homework assignments are limited to a maximum of two hours a day | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
4 | Adolescents get a week off from school activities preceding an exam week for preparation | Event | School board | ||
Schools have a policy that states that students get a designated week off from school activities preceding exam week to provide them sufficient preparation time | Structure | School board | |||
5 | Students get taught via the so-called "Flip the classroom method", meaning they receive a video outlining the content of the upcoming lesson, so that they come prepared to class where they work on their assignments under the supervision of a teacher | Event | Teachers; School board | ||
Schools implement the "flipping the classroom" | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
6 | Adolescents have the opportunity to work on their homework at school | Event | Teachers; School board | ||
Schools provide a classroom or other quiet workspace to do homework after or between classes | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program, Council for Secondary Education; Dutch Ministry of Education, Culture and Science | |||
7 | Students can start/do homework during class | Event | Teachers; School board | ||
Schools provide students with the opportunity, and stimulate them, to start with homework during class | Structure | School board | |||
Schools set the explicit organisational aim to facilitate students to do their homework at school, so students have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
8 | Students receive homework support at school | Event | Teachers | ||
Teachers are facilitated to provide students with opportunity to do their homework at school with their Teachers' support | Structure | School board | |||
Within the school curriculum more time will be allocated to organizing, planning and doing homework | Structure | Teachers; School board | |||
Schools set the explicit organisational aim to support students to organize, plan, and complete their homework | Goal | School board | |||
Raise awareness among schools that students need support with their problem-solving and self-regulatory skills, such as planning their schoolwork and daily activities | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science | |||
9 | Mentor, tutor (or someone else) provides assistance to adolescents in organizing/planning homework and exam weeks | Event | Teachers | ||
Within the school curriculum more time will be allocated to organizing, planning and doing homework | Structure | Teachers; School board | |||
Schools aim to provide support hours for adolescents to help them organize, plan, and complete their homework | Goal | School board | |||
Raise awareness among schools that students need support with their problem-solving and self-regulatory skills, such as planning their schoolwork and daily activities | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science | |||
LP3: Prohibiting late-night school deadlines (Structure) | 10 | Students do not have late-night deadlines for school assignments | Event | Teachers | |
Schools implement a policy that restricts late-night school deadlines | Structure | School board | |||
The local public health services' healthy school advisor receives tools and guidance to aid in raising awareness among school personnel and assist schools with the importance of preventing late-night deadlines | Structure | Local public health services; the national Dutch Healthy School Program | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that late-night school deadlines damage student sleep health, which in turn is crucial for their cognitive development, mental wellbeing and physical health as well as damaging their right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
LP4: Homework coordination between Teachers about when and how much homework they give (Structure) | 11 | Students do not receive an overload of workload due to simultaneous homework peaks from multiple classes | Event | Teachers | |
Teachers coordinate homework assignments with other subjects to prevent workload peaks | Structure | Teachers | |||
Schools utilize one digital platform for communication and sharing homework assignments with adolescents to prevent unexpected workload peaks | Structure | Teachers; School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
12 | Students receive examinations evenly spread throughout each trimester instead of via extreme peak moments | Event | School board | ||
Schools are provided with tools and guidance on how to implement changes regarding exam timetables | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; Public health services | |||
Schools schedule no exam weeks, but rather distribute exams evenly throughout each trimester to prevent peaks in workload and subsequent stress with students | Structure | School board | |||
The local public health services' healthy school advisor receives tools and guidance to aid in raising awareness among school personnel and assist schools with the importance of structuring exam weeks throughout the trimester | Structure | Local public health services'; the national Dutch Healthy School Program | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
School timetable | LP5: Aligning school schedules with students’ biorhythm (e.g. starting- and end times, breaks) (Structure) | 13 | Students do not have classes prior to 9 AM | Event | School board |
Schools are provided with tools and guidance on how to implement changes regarding school start times | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG | |||
Schools implement a policy that states that school start times are no earlier than 9 AM | Structure | School board | |||
The local public health services' healthy school advisor receives tools and guidance to aid in raising awareness among school personnel and assist schools with the importance of delaying school start times | Structure | Local public health services'; the national Dutch Healthy School Program | |||
Schools align school schedules with students’ biorhythm | Goal | School board; Local Public Health Services, the National Dutch Healthy School program; JOGG | |||
Strengthen the belief among schools that sleep health is crucial for the mental health and cognitive development of adolescents | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute; local Municipal Departments of Health; local Municipal Department of Education; the Dutch Council for Secondary Education; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
Create awareness, e.g. via lobbying, among national politicians and policy makers about the importance to better align school start times with the adolescent biorhythm | Belief | Local public health services; the Dutch Council for Secondary Education; the Dutch Youth Institute; local municipalities | |||
14 | Students do not have classes that run later than 4:00 PM | Event | School board | ||
Schools are provide tools and guidance on how to implement changes regarding school end times | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG | |||
Schools implement a policy that states that school end times are no later than 4:00 PM | Structure | School board | |||
The local public health services' healthy school advisor receives tools and guidance to aid in raising awareness among school personnel and assist schools with the importance of appropriate school end times | Structure | Local public health services; the national Dutch Healthy School Program | |||
Schools align school schedules with students’ biorhythm | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program, the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
15 | Students do not undergo any tests prior to 11:00 AM | Event | School board | ||
School are provided with tools and guidance (e.g. policy templates) on how to implement changes to their exam timetables that allow for a better alignment with students’ biorhythm | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute | |||
Schools set no tests or examinations to take place before 11:00 AM | Structure | School board | |||
School align their schedules with students’ biorhythm | Goal | School board | |||
The local public health services' Healthy School Advisor receives tools and guidance to raise awareness among school personnel about the importance of delaying times of examinations to strengthen the belief that sleep health is crucial for adolescents' cognitive development, mental wellbeing and physical health | Belief | Local public health services; the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute | |||
Evening school notifications | LP6: No digital communication from schools in the evening (Structure) | 16 | Students do not receive any digital notifications from school and they cannot access the online grading and test scores system between 8:00 PM and 8:00 AM | Event | School board |
Schools implement policies that prevent sending students notifications as well as to prevent them from accessing the online test scores and grading system between 8:00 PM and 8:00 AM | Structure | School board | |||
Schools are provided with tools and guidance such as policy advice templates and good practices examples on how to implement restrictions related to digital communication between Teachers and adolescents in the evening | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute | |||
Schools aim to protect students' mental wellbeing and prevent stress | Goal | School board | |||
Schools are made aware that evening notifications (e.g. communicating test results) causes students stress that in turn negatively affects their sleep health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program, the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
17 | Schools' digital applications do not automatically publish test scores, grades, homework and schedule changes, but rather give Teachers the opportunity to do so when they choose to on preset times | Event | Digital (mobile) school application software developers | ||
Students do not receive communications from digital (mobile) school applications about their test scores and grades between 8 PM and 8 AM | Event | School board | |||
Schools only use digital (mobile) applications that allow for sending students messages at preset times | Structure | School board | |||
Software developers provide the opportunity to Teachers to publish grades, homework and schedule changes on a later timestamp than when Teachers initially submit them | Structure | Digital (mobile) school application software developers | |||
Schools aim to protect students' mental wellbeing and prevent stress | Goal | School board | |||
Digital (mobile) school application software developers develop digital (mobile) school applications that take into account the (mental) health consequences their product has on students | Goal | Digital (mobile) school application software developers | |||
Schools are made aware of the harmful effects of sending their students stressful messages in the evening | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
18 | Teachers do not specify the exact day and time that they will publish students' test scores and grade | Event | Teachers | ||
Schools implement a policy that prohibits teachers from specifying when test grades will be published | Structure | School board | |||
Schools aim to protect students' mental wellbeing and prevent stress | Goal | School board | |||
Teachers are made aware about the effect of specifying the exact day and timing of grade publication on sleep health to strengthen the belief that this anticipation causes stress and in turn affects sleep health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
19 | Students can only access their test scores and grades on digital (mobile) school applications between 8:00 AM and 8:00 PM | Event | School board | ||
Schools set their digital (mobile) applications to limit the accessibility of students to the online grading and test scores system between 8:00 PM and 8:00 AM | Structure | School board | |||
Schools protect students' mental wellbeing and prevent stress by not communicating with them in the evenings or on weekends | Goal | School board | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
20 | Parents' access to students' test scores, grades, homework, and schedules via digital (mobile) school applications is restricted or limited in order to prevent stressful discussions between parent and child in the evening | Event | School board | ||
Schools set their digital (mobile) applications provide delayed parental access to published test scores and grades | Structure | School board | |||
Schools protect their students' wellbeing by limiting or restricting the digital access of parents to students' grades, homework, and schedules via school apps | Goal | School board | |||
Schools are made aware of the negative effects of parental real-time access to students' grades, test scores, homework assignments, and class schedules via school applications leads to stressful discussions at home and subsequently to poorer sleep and mental health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
21 | Students are taught media literacy and the healthy handling of their (social) media devices in school | Event | Teachers | ||
Schools include (social) media literacy within their curricula | Structure | School board | |||
Schools strive for their students to be media literate | Goal | School board | |||
Schools are made aware about the importance of teaching adolescents to turn off their school notifications in the evening (e.g., sharing research results) to strengthen the belief that evening notifications increases evening stress that in turn negatively influences sleep health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports; local municipal departments of health; local municipal departments of education | |||
Other | LP7: Include sleep health as part of the school curriculum (Structure) LP8: Schools are there to facilitate learning, getting good grades (do not yet play a multifaceted role in promoting health among adolescents) (current Belief) | 22 | Students get taught about sleep health in school with the aim to stimulate their healthy sleep habits | Event | Teachers |
Schools integrate sleep health intervention efforts into their curriculum | Structure | School board | |||
The Dutch National Healthy School program actively stimulates schools to integrate sleep as a healthy school theme into schools' health-promoting school efforts | Structure | the Dutch national Healthy School program | |||
Schools actively protect and stimulate the sleep health of their students | Goal | School board | |||
Schools prioritize overall well-being alongside academic achievement | Goal | School board | |||
Improving the sleep health of adolescents is part of the Dutch National Healthy School Program’s aims | Goal | the Dutch national Healthy School program | |||
Raise awareness among schools that adolescent sleep health is crucial to healthy adolescent development, cognitive functioning and learning | Belief | the Dutch Council for Secondary Education, the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of public health, social welfare, science and sports; local Municipal departments of health; local Municipal departments of education | |||
LP9: Monitoring data on adolescent sleep health (Structure) LP10: Lack of Teachers’/school board awareness of students sleep health (or mental health) condition (current Belief) | 23 | Teachers and school board are periodically informed about their students' sleep health | Event | Local public health services' healthy school advisors; the Dutch National Youth Monitor | |
Sleep health is included in routine adolescent health surveys | Structure | The National Dutch Youth Monitor; Local Public Health Services | |||
The monitoring adolescent sleep health is included in the standard governmental periodical health surveys | Goal | Collaborative local public health services (in Dutch: GGD/GGD GHOR); [22] National Institute for Public Health and the Environment (in Dutch: RIVM) [23] | |||
Raising awareness that monitoring adolescent sleep health is seen as a key aspect of monitoring overall health and wellbeing | Belief | Local and collaborative public health services; the national Dutch Healthy School Program; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
LP11: Providing students with optimal cognitive, educational outcomes (not promoting adolescent (sleep) health) (current Goal) | 24 | Adolescents are educated about sleep health | Event | Teachers | |
Schools implement sleep education in their school curriculum | Structure | School board | |||
Schools prioritize overall well-being alongside academic achievement | Goal | School board | |||
Raise awareness with School board and Teachers about the importance of, and their influence on, adolescent sleep habits on their health, wellbeing and cognitive development | Belief | Local public health services' healthy school advisors; the Dutch national Healthy School program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
Mental wellbeing | |||||
Mechanism | Leverage Point | Action Number | Actions | ASM Level | Potential Implementers |
(coping with) Perceived performance pressure adolescents | LP12: Providing adolescents with knowledge, awareness, skills and tools to cope with stress & presleep worrying (e.g., relaxing sleep hygiene practices) (Event) | 25 | Adolescents are taught to manage and cope with stress and performance pressure in benefit of their mental wellbeing | Event | Teachers, school healthcare professionals |
Influencers, role models and peers share their experiences with adolescents about dealing with performance pressures and mental health issues, offering insights into coping mechanisms and effective strategies, preferably through online platforms | Structure | Social media influencers, youth social workers | |||
Schools include the topics of stress and performance pressure within the school curriculum | Structure | School board | |||
Schools set concrete goals to protect students' mental wellbeing and prevent stress | Goal | School board | |||
Raise awareness among schools about the effects of stress and performance pressure on students' mental wellbeing and on their cognitive performance e.g., using mental- and sleep health monitoring data) | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; [24] the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports; local municipal departments of education and of health | |||
LP13: Providing adolescents with awareness and skills to cope with people portraying a ‘perfect life’ online. (Event) | 26 | Raise awareness among adolescents about the portrayed 'perfect picture' on social media versus the reality of everyday life | Event | Teachers, school healthcare professionals | |
Mass media campaigns are being developed to highlight the deceptions of social media | Structure | Trimbos Institute; the Dutch Ministry of Health, Social welfare, and Sports; local municipal departments of education and of health; Netherlands Youth Institute | |||
Schools include media literacy within the school curriculum | Structure | School board | |||
Schools set concrete goals to improve the media literacy of adolescents | Goal | School board | |||
Raising awareness among adolescents, parents and schools that online content provides adolescents with unrealistic expectations of real life, which is of significant influence on their stress levels and damages their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports; municipal departments of health and education, social media influencers | |||
LP14: Providing more opportunities to talk about mental health (e.g., at school) (Structure) LP15: Mental health is included in the school curriculum (Structure) | 27 | Incorporate discussions with adolescents about stress and pressure into the classroom | Event | Teachers; care coordinator school, mental health professionals; youth social workers | |
Schools include the topics of stress and performance pressure within the school curriculum | Structure | School board | |||
Schools set concrete goals to protect students' mental wellbeing and prevent stress | Goal | School board | |||
Raise awareness among schools about the effects of stress and performance pressure on students' mental wellbeing and on their cognitive performance e.g., using mental- and sleep health monitoring data) | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports; local municipal departments of education and of health | |||
28 | Offer individual counselling services for adolescents for mental health support at school | Event | School professionals (in Dutch: zorgcoordinator); school healthcare professionals, i.e. school doctors / nurses (in Dutch: Jeugdgezondheidszorgprofessionals) | ||
Integrate a focus on discussing students' mental well-being during the regular periodic sessions they have with the school's healthcare professional from the local public health service | Structure | School healthcare professionals | |||
Schools and school health care professionals concretely strive to protect and stimulate adolescents' mental wellbeing | Goal | School board; local public health services | |||
Raise awareness among schools and local public health services about the importance, and impact their professionals' have, on adolescent mental health | Belief | The national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
29 | Adolescents can more easily find and receive psychosocial help with shorter waiting lists | Event | - | ||
Improve access to counselling services for mental wellbeing | Structure | Local municipal departments of education and of health | |||
Establish a consultation office specifically designed for adolescents (now limited contact at this age range) | Structure | Local public health services | |||
Society strive to protect and stimulate adolescents' mental wellbeing | Goal | Local public health services; the Dutch Ministry of health, social welfare, and sports | |||
LP16: More attention for (cyber)bullying (Event) | 30 | Implement existing evidence-based programs to prevent (cyber)bullying | Structure | School board | |
Schools are stimulated and equipped to prevent (cyber)bullying and creating a safe school environment | Structure | Local public health services' healthy school advisors | |||
Schools integrate the topic of (cyber)bullying prevention and creating a safe school environment as part of their core organisational aims | Goal | School board | |||
Raising awareness among schools that a safe school climate is crucial for students' cognitive performance, ability to learn and for their healthy socio-emotional development | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports; municipal departments of health and education | |||
LP17: No digital communication (e.g., about homework, grades, schedule changes) from schools in the evening (Structure) | 31 | Individually communicate grades to adolescents before publishing them online to reduce stress and provide an opportunity for teachers to offer support and reassurance | Event | Teachers | |
Schools implement a policy/regulation that grades must be personally communicated to teenagers before publishing them online | Structure | School board | |||
Schools aim to protect students' mental wellbeing, prevent stress and respect students' autonomy and privacy | Goal | School board | |||
Schools are made aware that evening notifications (e.g. communicating test results) causes students stress that in turn negatively affects their sleep health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
Raise awareness among schools that their students have the right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program, the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
32 | Provide timely communication to adolescents regarding any adjustments to the school schedule (not in the evening to prevent evening stress) | Event | Teachers; scheduler | ||
Schools implement policy/regulations and establish agreements with teachers regarding sending evening school notifications and visibility of the online grading system in the evening, e.g., • Teachers notify students about homework or grades by a specific time (e.g., by 6:00 PM) • No school notifications after a designated time, for instance, 8:00 PM | Structure | Teachers; School board | |||
Schools set the explicit organisational aim to facilitate students to have sufficient leisure time after school hours | Goal | School board | |||
Raise awareness among schools that sending evening school notifications damage student sleep health, which in turn is crucial for their cognitive development, mental wellbeing and physical health as well as damaging their right to leisure time after school hours to keep a healthy school-private life balance and protect their mental wellbeing | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
16 | See action #16 within ‘school environment’ | ||||
19 | See action #19 within ‘school environment’ | ||||
LP18:Adolescents: complying with the social norm (e.g., not talking about stress and mental wellbeing) and getting recognition from peers (current Goal) | 33 | Facilitate open discussions among adolescents to share their experiences with stress, performance pressures and mental wellbeing (via e.g., peer-to-peer-education) | Structure | School board; Teachers; youth (school) healthcare professionals; youth workers | |
Encourage influencers, role models and peers to share their experiences with adolescents dealing with performance pressures and mental health issues, offering insights into coping mechanisms and effective strategies, preferably through online platforms | Structure | Social media influencers; youth social workers | |||
To foster an environment where adolescents feel comfortable and supported to share their struggles with stress, performance pressure and mental wellbeing | Goal | School board | |||
Raise awareness among adolescents about the importance of (mental) health and the influence of their peers on their behavior | Belief | Schools; youth workers; (social media) influencers | |||
Perceived parental pressure | LP19: Schools limit their digital communication structures with adolescents and parents (Structure) | 11 | See action #11 within ‘school environment’ | ||
LP20: Perceived pressure from parents: limiting/restricting parental digital access to school performances (Structure) | 20 | See action #20 within ‘school environment’ | |||
LP21: Parents: ensuring the best possible future for their child (current Goal) | 34 | Provide parents with information on (how to address) their child(ren)'s performance pressure and mental wellbeing (e.g., effective methods for discussing grades with their children in a supportive manner) | Event | Local public health services' healthy school advisors and youth healthcare professionals; the national Dutch Healthy School Program; school professionals | |
Structural implement e.g., host themed parent evenings at school to strengthen parental support, with a focus on addressing concerns such as performance pressures and mental health issues related to their children and providing tips & tricks | Structure | School board, Local public health services' healthy school advisors; the national Dutch Healthy School Program | |||
Equip parents of adolescents to effectively and supportively take on the task of supporting their child(ren) in the context of performance pressure, stress and mental wellbeing | Goal | Local public health services' healthy school advisors and youth healthcare professionals; the national Dutch Healthy School Program; school professionals | |||
Adolescents need to be supported by their parents on the issues of performance pressure and mental wellbeing | Belief | Trimbos Institute; Local public health services; the Dutch National Healthy School program; the Dutch Youth Institute, the Dutch Council for Secondary Education | |||
Performance culture society (e.g., school, societal norms) | LP22: Schools do not focus solely on summative assessment (Structure) | 35 | Schools limit the amount of tests and examinations | Structure | School board |
Schools value other types of performance assessments than only tests and examinations | Structure | School board | |||
Schools are provided with tools and guidance, such as policy advice templates and good practices examples on how to transition away from a grade-centric approach and adopt alternative assessments to assess adolescents mastery of knowledge and focus on personal development | Structure | The Dutch Ministry of Education, Culture and Science; the local municipal department of education | |||
Schools should broaden their goal in stimulating adolescent development beyond end exam scores and tests | Goal | School board; the Dutch Ministry of Education, Culture and Science | |||
The Dutch Ministry of Education, Culture and Science is made aware of the negative consequences of solely focusing on exams on adolescents' performance pressure and mental wellbeing | Belief | Trimbos Insitute; the Dutch Youth Institute, the Dutch Council for Secondary Education | |||
LP23: Requirements/standards for further education are not based on summative assessment of cognitive development only (Structure) | 36 | Students have more time to develop themselves before being assigned to a specific education level | Event | School board | |
Extend and expand the freshman year to allow for a more thorough assessment of students' aptitude for different learning streams and defer the determination of academic level and school choice to a later stage | Structure | Ministry of Education, Culture and Science, Council for Secondary Education | |||
Schools should broaden their goal in stimulating adolescent development beyond end exam scores and tests | Goal | School board; the Dutch Ministry of Education, Culture and Science | |||
The Dutch Ministry of Education, Culture and Science is made aware of the negative consequences of solely focusing on exams on adolescents' performance pressure and mental wellbeing | Belief | Trimbos Insitute; the Dutch Youth Institute, the Dutch Council for Secondary Education | |||
LP24: Society: being successful (i.e. dependent one’s education, carrier, income, housing, appearance and social circle) (current Goal) | 37 | Increase appreciation for vocational education and individuals with practical skills | Event | Influencers; Ministry of Education, Culture and Science, Council for Secondary Education | |
Raise awareness with adolescents about the value of vocational and trade school professionals for society, e.g. via documentaries, media campaigns | Structure | Social media influencers; the Dutch Ministry of Education, Culture and Science; the Dutch Council for Secondary Education; School board of secondary schools | |||
Society should shift its emphasis away from the notion that e.g., college and university education equates to superiority compared to vocational and trade school education | Goal | Social media influencers; the Dutch Ministry of Education, Culture and Science; the Dutch Council for Secondary Education; School board of secondary schools | |||
LP25: Schools: maximizing cognitive learning (current Goal) | 38 | Adjustment of the core objectives and quality criteria that schools must adhere by | Structure | Ministry of Education, Culture and Science | |
Schools should shift their focus from end-of-term exams and student enrolment numbers to prioritize the progress and well-being of adolescents | Goal | school board; Council for Secondary Education, Ministry of Education, Culture and Science | |||
Strengthen the belief that schools are there to facilitate learning, getting good grades and play a multifaceted role in promoting health among adolescents | Belief | the national Dutch Healthy School Program; Trimbos Institute | |||
LP26: Performance culture (i.e. you are responsible for your own life satisfaction and success) (current Belief) | 39 | The norm that 'success is not solely dependent on summative assessment' should be embedded in ministry policies | Structure | Council for Secondary Education, Ministry of Education, Culture and Science | |
Ministry of Education, Culture & Science changes the norm that success is not solely dependent on summative assessment | Goal | Ministry of Education, Culture and Science | |||
Raise awareness among Ministry of Education and schools to counter the belief that one is solely responsible for his/her own mental wellbeing | Belief | Trimbos Institute; Council for Secondary Education; Ministry of Education, Culture and Science; Ministry of health, social welfare, and sport | |||
40 | Implement public awareness (mass) media campaigns to increase awareness about the impact of performance pressure on adolescents' mental wellbeing | Structure | Trimbos Institute; the Dutch Ministry of Education, Culture and Science; local public health services; local municipalities; JOGG; the Dutch National Healthy School program; the Dutch Youth Institute; social media influencers | ||
LP27: Norm to not speak about mental wellbeing and seeking professional help (current Belief) | 41 | Normalize discussions about mental health problems among adolescents within mentor classes | Event | Schools | |
Schools include health topics such as mental health within the school curriculum | Structure | School board | |||
Schools should foster an environment in which it is normal for adolescents to discuss mental health problems with friends, parents, and a psychologist, without any associated stigma. Educators have a guiding role in this | Goal | Schools | |||
Increase awareness among society that stigma on speaking about mental health is harmful for the mental health of adolescents | Belief | Trimbos Institute; the Dutch Youth Institute; (social) media influencers; the Dutch Ministry of Education, Culture and Science | |||
Digital environment | |||||
Mechanism | Leverage Point | Action Number | Actions | ASM Level | Potential Implementers |
Postponing bed- and sleep timing | LP28: Providing adolescents with knowledge, awareness, positive attitude, self-efficacy and skills (e.g., to cope with FOMO and cultivating mechanisms) (Event) | 42 | Provide education regarding excessive screen use, the addictive techniques of social media platforms, and the effects on sleep | Event | Teachers |
Teach adolescents skills to cope with excessive screen use, e.g.,: • to set a push notifications to remind them to put your phone away, at for example 8:30 PM • (the advantages) to turn off (notifications on their) phone | Event | Teachers | |||
Schools include health topics such as screen use and social media within the school curriculum | Structure | School board | |||
Schools should focus on teaching (social) media literacy, particularly regarding the effects of social media persuasion | Goal | School board | |||
Raising awareness among schools about the importance and their influence on teaching (social) media literacy to strengthen the belief that (social) media literacy is important for the mental wellbeing of adolescents | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
43 | Motivate adolescents to reduce their screen use | Event | (social media) influencers; peers; role models | ||
Role modelling techniques are implemented to get adolescents to reduce their screen time | Structure | (social media) influencers; peers; role models | |||
44 | Teach children and adolescents from a young age, around 10 years old, to limit their screen time effectively | Event | (primary) schools | ||
Primary schools include topics such as (social) media and screen use within the school curriculum | Structure | School board | |||
Primary schools educate teenagers on topics such as (social) media and screen use | Goal | School board | |||
Raise awareness among primary schools about the importance and influence they have in teaching media literacy to teenagers. Emphasize the need to start as early as possible to strengthen the belief that inappropriate media and screen use can negatively affect both mental health and sleep quality | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
LP29: (social) media companies: the compulsive ‘structures’ or environments of media platforms by using personal digital data (Structure) | 45 | Adolescents are protected from the addictive properties that social media platforms employ to capture their continuous attention | Event | national Dutch government; social media companies | |
Social media companies implement adjustments to their current techniques to keep users addicted to their platform(s), but rather employ techniques such as warnings, notifications, screen time tracking, autoplay features, and stop cues | Structure | Social media companies | |||
Get social media companies to quit using their digital addiction techniques | Goal | national Dutch government | |||
Raise awareness for the need to regulate the use of digital addiction techniques by social media platforms | Belief | Local public health services; the national Dutch Healthy School Program; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; Media education organisations (in Dutch: Bureau Jeugd & Media) | |||
46 | Make adolescents aware of the compulsive 'structures' or environments | Event | Social media companies | ||
Develop and implement cautionary advertisement on social media platforms highlighting the disadvantages of screen use before bedtime | Structure | Social media companies | |||
Develop notifications and videos on social media platforms to raise awareness among adolescents about the importance of avoiding late-night screen use | Structure | Social media companies | |||
47 | Parents use 'Family apps' that enable them to set time limits for their child's phone use | Event | Parents | ||
Parents receive information stressing the importance of limiting their child's bedtime screen time and practical tools to do so | Structure | Youth healthcare; Child and Family Services; School board; Dutch Youth Institute | |||
Aim to stimulate parents to reduce their children’s bedtime screen time to protect and improve their sleep health | Goal | Youth healthcare; Child and Family Services; School board; Dutch Youth Institute | |||
Strengthen the belief among parents that bedtime screen use disrupts adolescents' sleep habits, which in turn damages their physical and mental wellbeing as well as their school performance | Belief | Youth healthcare; Child and Family Services; School board; Dutch Youth Institute | |||
LP30: (social) media companies: (current Goal) • Maximize profits by increasing social media and screen use • Improve and maximize efficiency and convenience of daily life activities as the use of technology can simplify time-consuming tasks | N/A | ||||
(peer) Norms sreen use & social media | LP31: School: Screen use at school for schoolwork contribute to task efficiency (but influences screentime/norms regarding screen use) (Structure) | 48 | The use of screens at schools takes place exclusively to support academic learning | Event | School board |
Schools implement policies that limit the use of smartphones and other screens for non-school purposes, such as anti-social media breaks or prohibition of phones at school | Structure | School board | |||
Schools receive support in order to implement screen reduction school policies | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute | |||
Schools aim to allow screens in school only for academic purposes | Goal | School board | |||
Raising awareness among schools about the effects of limiting adolescents' screen use on establishing novel screen use norms and on students' social development | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
11 | See action #11 within ‘school environment’ | ||||
16 | See action #16 within ‘school environment’ | ||||
17 | See action #17 within ‘school environment’ | ||||
LP32: Adolescents: Screen use (e.g., social media and gaming) are important communication ‘structures’ for teenagers. But also a way to explore their identity and express themselves (Structure) | N/A | ||||
LP33: Adolescents: conform with their peers and adhere to the social norm (current Goal) | N/A | ||||
LP34:Adolescent screen use norm, i.e., it is normalized to be online in the evening, it is expected that you are 24/7 available and that social media is an extension of our personal identity (i.e., many reactions, followers and likes is comparable to popularity and being liked) (current Belief) | 49 | Adolescents are subject to (mass media) information campaigns that focus on normalizing the "Joy Of Missing Out" (JOMO) and that denormalize the "Fear Of Missing Out" (FOMO) | Structure | Trimbos Insitute, The Dutch Ministry of Health, Social welfare, and Sports; local municipalities; the Dutch Youth Institute; JOGG; the Dutch National Healthy School program | |
50 | Encourage peer-to-peer discussions and conversations about the effects of screen usage on sleep health | Event | Teachers; the national Dutch Healthy School Program; Media education organisations | ||
LP35: Technological innovations are necessary to function in daily life (e.g. school work, entertainment, communication, payments, setting alarm clocks) (current Belief) | N/A | ||||
Personal system | |||||
Mechanism | Leverage Point | Action Number | Actions | ASM Level | Potential Implementers |
Socio-cognitive factors (e.g., knowledge, awareness, attitude, self-efficacy and intention) as preconditions to stimulate healthy sleep behaviour | LP36: Providing adolescents with knowledge, awareness, positive attitude, self-efficacy and skills to improve their sleep health (Event) | 51 | Adolescents are taught about various aspects of sleep, including its importance and tips to improve their sleep hygiene practices and sleep health | Event | School board |
Schools implement sleep education in curriculum that highlight the benefits of sleep and risks of poor sleep. Preconditions: • E.g., through guest lectures by experts in sleep science • E.g., lessons need to be practical, interactive and preferably personal encouraging adolescents to reflect on and develop individualized sleep routines tailored to their needs, rather than enforcing a one-size-fits-all approach • E.g., incorporating video’s in sleep education to depict the consequences of sleep deprivation | Structure | School board | |||
Schools prioritize overall well-being alongside academic achievement | Goal | School board; the Dutch Council for Secondary Education Local public health services; the Dutch Ministry of Education, Culture and Science | |||
Raise awareness among schools about their significant influence on adolescent sleep health | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
52 | Adolescents are taught about various aspects of sleep, including its importance and tips to improve their sleep hygiene practices and sleep health | Event | Dutch Brain Foundation | ||
Developing and updating an informative website dedicated to educating adolescents about various aspects of sleep, including its importance and tips for improving sleep | Structure | Dutch Brain Foundation | |||
Create a reputable and trustworthy knowledge institute for the subject of ‘sleep’ | Goal | the Dutch Brain Foundation, the Dutch Ministry of Health, Social welfare, and Sports | |||
Strengthen the belief among the Ministry of health, social welfare, and sport that adequate sleep health is important for society | Belief | Public Health Services, Dutch Brain Foundation | |||
53 | Adolescents are taught about various aspects of sleep, including its importance and tips to improve their sleep hygiene practices and sleep health | Event | Schools | ||
Implement media campaigns, such as television commercials, to increase awareness about the importance of sleep | Structure | The Dutch Brain Foundation; the Dutch Ministry of Education, Culture and Science; local public health services; the Dutch Youth Institute; social media influencers | |||
Producing a documentary or series for streaming platforms like Netflix that delves into the detrimental effects of sleep deprivation on physical and mental health, exploring scientific research, personal stories, and expert insights to raise awareness about the importance of adequate sleep | Structure | The Dutch Brain Foundation; the Dutch Ministry of Education, Culture and Science; local public health services; the Dutch Youth Institute; social media influencers | |||
54 | Reward adolescents when they perform good sleep-related behavior | Event | - | ||
Developing a sleep application that incentivizes users to adhere to consistent bedtime by awarding points for going to bed on time | Structure | Digital (mobile) software developers | |||
55 | Primary school children are educated about sleep, stress and screen use | Event | Teachers | ||
Primary schools implement education about sleep, stress and screen use | Structure | School board | |||
Primary school should focus on topics as sleep, stress and screen use (i.e., teach adolescents as early as possible) | Goal | School board | |||
Increase awareness of primary schools about the importance and influence they have in teaching about sleep, stress and screen use. Emphasize the need to start as early as possible to strengthen the belief that inappropriate sleep, media and screen use and stress can negatively affect growing up | Belief | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Council for Secondary Education; the Dutch Youth Institute; Trimbos Institute; the Dutch Ministry of Education, Culture and Science; the Dutch Ministry of Health, Social welfare, and Sports | |||
Social norms about sleep health among adolescents | LP37: Influence specific social norms about sleep among adolescents, i.e. the norms (current Belief): • "Sleep is a waste of my time" • "Sleep is not important" • "Staying up late is cool" • "Peers also stay up late" | 56 | Exposing adolescents to information about the importance of sleep to make aware about the detrimental effects of inadequate sleep and thereby to change the norm of sleep is 'not cool' | Event | (social) media platforms |
Using influencer, social media and documentary structures to change the norm that sleep is 'not cool' (e.g., based on personal stories, scientific research and expert insights) | Structure | (social) media platforms | |||
Produce brief 3-min videos featuring influential figures such as musicians, actors, athletes, influencers, detectives, and military personnel discussing their sleep habits and emphasizing the importance of rest for optimal performance and well-being to change the current sleep norm | Structure | Role models for adolescents | |||
Utilize social media advertising to showcase both the benefits and drawbacks of inadequate sleep | Structure | The Dutch Brain Foundation | |||
Potential campaign developers should have the belief that it is important that teens value sleep health | Belief | N/A | |||
57 | Parents are made aware that they are an important role model regarding sleep-related behavior, such as screen use and bedtiming. Thereby, performing desirable sleep-related behavior | Event | Youth healthcare; Child and Family Services; School board; Dutch Youth Institute | ||
Family- and home environment | |||||
Mechanism | Leverage Point | Action Number | Actions | ASM Level | Potential Implementers |
Parenting practices | LP38: Aiding parents with setting, monitoring and enforce appropriate parenting practices (e.g. bedtime, sleep time and screen use) (Event) LP39: Providing parents with knowledge, positive attitude, awareness, self-efficacy and skills to improve sleep health of their children (Event) | 58 | Parents receive information, support and tools in context of child rearing from childhood to adolescence with a specific focus on supporting their child(ren)'s sleep health and screen use habits | Event | Youth healthcare; Child and Family Services; Dutch Youth Institute, the Dutch Brain Foundation; Local public health services |
Developing and updating an informative website dedicated to educating parents about various aspects of sleep, including tips for improving parenting sleep practices | Structure | Local public health services' healthy school advisors; the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute, Child and Family services, youth health care | |||
Primary and secondary schools provide information, support and tools to students' parents in context of child rearing from childhood to adolescence with a specific focus on supporting their child(ren)'s sleep health and screen use habits | Structure | In context of both primary- and secondary schools: School board, Teachers, school healthcare professionals, local public health service's healthy school advisors | |||
Primary and secondary schools aim to support parents with child rearing issues, especially when related to sleep health and screen use habits | Goal | School board | |||
Dutch public health organizations aim to support parents with child rearing issues, especially when related to sleep health and screen use habits | Goal | Municipal departments of health, local public health services, the Dutch Youth Institute, JOGG | |||
Raise awareness with public health organizations and schools that parents need to be able to receive support in child rearing issues during the early adolescent years, especially with regard to contemporary issues as mobile phone use and sleep health | Belief | the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute; the Dutch Ministry of Health, Social welfare, and Sports | |||
59 | Parents receive information, support and tools in context of child rearing from childhood to adolescence with a specific focus on supporting their child(ren)'s sleep health and screen use habits | Event | Youth healthcare; Child and Family Services; Dutch Youth Institute, the Dutch Brain Foundation; Local public health services | ||
Dutch public health organizations provide information, support and tools to primary and secondary schools' students' parents in context of child rearing from childhood to adolescence with a specific focus on supporting their child(ren)'s sleep health and screen use habits | Structure | Municipal departments of health, local public health services, the Dutch Youth Institute, JOGG | |||
Having a national institute/organisation dedicated to research and policy in the area of sleep health | Structure | N/A | |||
Create a reputable and trustworthy knowledge institute for the subject of ‘sleep’ | Goal | the Dutch Ministry of Health, Social welfare, and Sports | |||
Strengthen the belief among the Ministry of health, social welfare, and sport that providing accessible, reliable information on sleep health is important | Belief | the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute; local public health services, the Dutch Brain Foundation | |||
60 | Parents are exposed to social media campaigns designed to increase awareness about their children's sleep health | Event | - | ||
Create social media content to increase the awareness of parents about adolescent sleep health | Structure | Local and collaborative public health services; the national Dutch Healthy School Program; the Dutch Youth Institute; the national Dutch government | |||
Raise awareness with public health organizations that parents need to be informed and supported on the issue of adolescent sleep health | Belief | the national Dutch Healthy School Program; JOGG; the Dutch Youth Institute; the Dutch Ministry of Health, Social welfare, and Sports | |||
LP40: Aiding parents to be a good role model (e.g. parental evening screen use, bedtime) (Event) | 61 | Parents are subject to a campaign to increase parental awareness on how their sleep-related behavior (e.g., screen use and bedtiming) set the norm for their children and influence their sleep-related behavior | Event | - | |
Developing a campaign to increase parental awareness on how their sleep-related behavior (e.g., screen use and bedtiming) set the norm for their children and influence their sleep-related behavior | Structure | Local and collaborative public health services; the national Dutch Healthy School Program; the Dutch Youth Institute; the national Dutch government, the Dutch Brain Foundation | |||
62 | Parents should serve as positive role models for adolescents by encouraging open communication about mental well-being | Event | Parents | ||
LP41: Creating accessible ways for parents to obtain information, guidance and exchanging experiences with other parents (Structure) | 59 | See action #59 within ‘family- and home environment’ | |||
63 | Parents receive information, support and tools in context of child rearing from childhood to adolescence with a specific focus on supporting their child(ren)'s sleep health and screen use habits | Event | Youth healthcare; Child and Family Services; Dutch Youth Institute, the Dutch Brain Foundation; Local public health services | ||
Provide both online and physical information structures to enable anonymity (e.g., websites, podcasts, workshops, parenting evenings, e-learnings) | Structure | ||||
Develop occasions where parents can receive information, tips on parenting and engage with other parents (e.g., parenting festivals/evening information sessions at school) | Structure | Schools; Local and collaborative public health services | |||
Schools organize host themed parent evenings to strengthen parental support with a focus on addressing concerns such as performance pressures and mental health issues related to their children and providing tips & tricks | Structure | Schools | |||
LP42: Parental norm around sleep and screen parenting (current Belief) | 64 | Parents receive more information about the standards regarding sleep parenting practices | Event | - | |
Schools provide information about puberty and health preferably in primary school or the first year of secondary school | Structure | Schools | |||
61 | See action #61 within ‘family- and home environment’ | ||||
LP43: Seeking parental help is perceived as failing as a parent (current belief) | 63 | See action #63 within ‘family- and home environment’ | |||
Household factors | LP44: Adolescents at this age range should take their own responsibility, or adolescents at this age range can’t take all responsibilities and still need a guiding role from their parents (current Belief) | 20 | See action #20 within ‘school environment’ | ||
LP45: Improving municipal access to financial resources for low socio-economic status families to enable them to create a healthy sleep environment (Structure) | N/A | ||||
LP46: Busy day to day lives (less priority for parenting practices and less insight into adolescent behavior) (Structure) | 63 | See action #63 within ‘family- and home environment’ | |||
Other | LP47: Parents: their teenagers should grow up happily and in good physical and mental state (current Goal) | N/A | |||
LP48: Parents: do good as a parent and facilitate the best possible future for their child (current Goal) | N/A | ||||
LP49: Parents: have a good relationship with their child (current Goal) | 65 | Create a digital application designed to showcase the current trending apps among adolescents. This tool serves as a platform for facilitating constructive dialogues between parents and their children regarding social media engagement | Event | - | |
66 | Provide parents with more information on improving on how to better connect with their child, facilitated through school initiatives, coaching, educational modules and national programs | Event | Youth healthcare; Child and Family Services; Dutch Youth Institute, the Dutch Brain Foundation; Local public health services | ||
LP50: Parents: having the highest educational level possible for their child (current Goal) | N/A | ||||
LP51: Parental belief that higher educational qualifications of their child enables financial independence and betters their chances in life (current Goal) | N/A | ||||