ABSTRACT Background Sleep education remains largely absent from high school health curricula, despite widespread insufficient sleep in adolescents. This pilot study evaluated Sleep Ninja for the Classroom , a curriculum‐aligned sleep health education program for Australian high schools. Methods Participants were teachers ( N = 12) and students in Year 7–8 ( N = 428). Using a single‐arm pre–post design, all students received the three‐lesson program during regular health classes. Student sleep knowledge and behaviors were assessed, and a program evaluation examined student‐ and teacher‐rated acceptability, appropriateness, and feasibility. Results Improvements were observed in students' sleep knowledge, satisfaction with current sleep pattern, frequency of daytime napping, earlier weekend rise time (mean = 25‐min), and weeknight bedtime (mean = 6‐min). No changes were found in other sleep behaviors. Students spending < 8 h in bed at program commencement showed the most significant changes in bedtimes (mean = 54‐min earlier on weeknights and 39‐min earlier on weekends). Acceptability was high, with most students reporting the program was relevant and engaging, and all teachers rating the program as appropriate and feasible to implement. Implications for School Health Policy, Practice, and Equity Sleep Ninja for the Classroom is a brief, acceptable sleep education program that could be considered for inclusion in high school health curricula. Conclusions This study provides preliminary evidence for an Australian curriculum‐aligned sleep education program. Controlled studies are needed to evaluate longer‐term outcomes and sustainable implementation.
Maston et al. (Wed,) studied this question.