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A particular challenge is sleep. A further challenge is coping with the demands of boarding with its potential impact on psychological well\u2010being.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Aims<\/jats:title>\n                    <jats:p>To explore how boarders' sleep differs from that of their day\u2010student peers, and how this relates to psychological well\u2010being.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Sample and Methods<\/jats:title>\n                    <jats:p>309 students (59 boarding students and 250\u2009day\u2010students, at one Adelaide school) completed the School Sleep Habits Survey, Depression\u2010Anxiety\u2010Stress\u2010Scale\u201021 (DASS\u201021), and Flourishing Scale. Boarding students additionally completed the Utrecht Homesickness Scale. Thirteen boarding students described experiences of sleeping in boarding through focus groups.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Boarding students, compared to day\u2010students reported 40\u2009minutes more sleep per weeknight (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u2009.001), with earlier sleep onset (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u2009.026), and later wake\u2010up (\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u2009.008) times. No significant differences were observed between boarding' and day\u2010students' DASS\u201021 scores. Hierarchical regression revealed longer total weekday sleep time predicted higher psychological well\u2010being in both boarding and day\u2010students. Additionally, in boarding students, low homesickness\u2010loneliness and homesickness\u2010ruminations further predicted psychological well\u2010being. Thematic analysis of boarding students' focus group responses revealed that night\u2010time routine, and restricting technology use at night facilitated sleep.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This study supports \u2013 in both boarding and day\u2010students \u2013 the importance of sleep for adolescent well\u2010being. Sleep hygiene can play an important role in boarding student sleep, especially: regular night\u2010time routine and restricting technology use at night. Finally, these findings suggest that poor sleep and homesickness have an adverse effect on boarding student psychological well\u2010being. This study highlights the importance of strategies which promote sleep hygiene and minimize homesickness, in boarding school students.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12624","type":"journal-article","created":{"date-parts":[[2023,7,6]],"date-time":"2023-07-06T07:24:25Z","timestamp":1688628265000},"page":"1146-1170","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["Boarding versus day\u2010students: A mixed\u2010methods analysis of sleep and its relationship with psychological distress"],"prefix":"10.1111","volume":"93","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6841-1207","authenticated-orcid":false,"given":"Alexander","family":"Reardon","sequence":"first","affiliation":[{"name":"University of South Australia  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8371-273X","authenticated-orcid":false,"given":"Kurt","family":"Lushington","sequence":"additional","affiliation":[{"name":"University of South Australia  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andrew","family":"Junge","sequence":"additional","affiliation":[{"name":"University of South Australia  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8054-4272","authenticated-orcid":false,"given":"Jonathan","family":"Crichton","sequence":"additional","affiliation":[{"name":"University of South Australia  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7523-3106","authenticated-orcid":false,"given":"Alex","family":"Agostini","sequence":"additional","affiliation":[{"name":"University of South Australia  Adelaide South Australia Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,7,6]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.sleep.2019.11.012"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.smrv.2020.101414"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.5665\/sleep.2810"},{"key":"e_1_2_9_5_1","volume-title":"Reflexive methodology: New vistas for qualitative research","author":"Alvesson M.","year":"2009"},{"issue":"3","key":"e_1_2_9_6_1","first-page":"22","article-title":"Boarding school wellbeing: What did it look like in 2020?","volume":"13","author":"Australian Boarding Schools Association","year":"2020","journal-title":"Lights out"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-28640-2_4"},{"key":"e_1_2_9_8_1","unstructured":"Bartel K. 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