0950 Perceptions About Sleep and Technology Use Among Middle School Students, Staff and Caregivers

Abstract Introduction Risky technology and digital media (TDM) use is bidirectionally linked to adolescent sleep and mental health concerns. Brief motivational interviewing (MI) can promote adolescent behavior change. The TECH Check-Up (TCU) is an MI-informed, school-based intervention to promote healthy TDM use. We examined key informant perspectives (adolescents, their caregivers, and middle school teachers) about incorporating sleep guidance into TCU content. Methods Using guides informed by the Consolidated Framework for Implementation Research (CFIR) we conducted 8 focus groups (N=66) at 3 schools with (a) adolescents (2 groups, n=15; Mage= 12.7 years, 40% girls, 53% Black, 20% Latine, 20% White, 7% Native American/Alaska Native), (b) caregivers (3 groups, n=22; Mage = 44. 2 years, 82% mothers, 9% Asian/Pacific Islander, 14% Black, 5% Latine, 5% Native American/Alaska Native; 64% White), and (c) school staff (3 groups; n=29; Mage = 41.9 years, 59% women, 3% Asian/Pacific Islander, 14% Black, 3% Latine, 3% Multiracial/another race, 76% White). Rapid qualitative analysis was used to identify key CFIR constructs (beliefs, attitudes, behaviors) related to technology use and sleep to inform TCU content. We identified convergence and divergence in themes across informant groups. Results The theme “TDM use as a sleep barrier” emerged across adolescent, caregiver, and school staff groups. Both adolescents and caregivers described “nighttime TDM use limits” including do-not-disturb functions and finding alternative bedtime activities. Caregivers noted that although confiscating devices reduced TDM use, this sometimes created an adversarial dynamic. Most CFIR-related themes pertained to inner setting (i.e., school or family-related) characteristics linked to TCU content and compatibility with school needs. Staff identified student daytime sleepiness as a potential indicator of students that could benefit from a TDM use intervention. Although all informant groups expressed positive perceptions about TCU content overall, only staff emphasized the need to include sleep-related strategies in the intervention. Conclusion Middle schoolers, caregivers, and school staff converged in identifying TDM use as a sleep barrier. Only staff raised the need to include sleep guidance in the intervention. Research exploring acceptability and outcomes of integrated sleep and TDM use interventions for adolescents is needed. Support (if any) University of Oregon (PI: Doty)