Research has demonstrated that increased stress and all-night study sessions can lead to lower cognitive functioning and test scores, adding even more pressure on college students. Baylor sleep expert Michael K. Scullin, Ph.D., director of Baylor University’s Sleep Neuroscience and Cognition Laboratory and associate professor of psychology and neuroscience, studies how cognitive and behavioral processes are affected by sleep.
“Sleep deprivation makes life worse. And it makes the person not getting enough sleep worse at life,” Scullin said. “However, if we focus on improving our sleep, life will get better, and we will get better at life.”
Poor sleep is particularly common when students are studying for exams or working on major projects for classes. The combination of staying up late, cramming for tests, increased stress and bright light exposure late at night can lead to variable sleep durations and higher stress levels.
“We know that as you accumulate sleep debt, whether it's from a single all-nighter or from weeks of variable sleep durations, it can exacerbate any pre-existing vulnerability a person may have to stress,” Scullin said. “For instance, if someone has a predisposition to panic attack disorder, sleep deprivation can increase panic attacks by about 40%. This applies to virtually any clinical or subclinical condition, whether it’s stress-related or not – sleep deprivation makes it worse.”
Scullin added that even with a slight sleep deficit, any sort of negative event, such as a bad grade on a test, will feel much worse than it would for someone who is well-rested.
“It becomes a cycle, and the individual begins to focus on what is worse instead of calming down at night and getting ready to fall asleep,” Scullin said.
So how can a student – or any individual – break this cycle? It all starts with developing healthy sleep habits, which reduce stress and improve academic performance.
Scullin suggests students try three Challenges to improve their sleep, mood and stress regulation.
1. Illuminate! Challenge One class activity that Scullin has used with students for years is called the Illuminate! Challenge, which focuses on students adding more natural sunlight to their lives in the morning hours.
“About 90% of students do not know that we need natural sunlight daily in the morning to tell our internal biological clock when to start ticking. When our biological clock knows it's time to start ticking, it will make us feel more alert, which helps improve our mood,” Scullin said.
Specifically, he suggests:
Spending 20 minutes daily outdoors in natural daylight during the morning hours. Be intentional with this time as something aside from walking to class or other daily routines. Take the time when you would normally be inside studying or eating breakfast to go outside instead. “Almost every one of my students who has taken this challenge has said their mood and alertness improved,” Scullin said.
2. Deluminator Challenge The Deluminator Challenge eliminates light in your bedroom for a night of better sleep. Scullin said this challenge works by:
Turning off all the lights and counting the number of artificial lights that exist in your environment. How many of your plugs have lights? How much light is coming in through your curtains? Cover up every light source (except fire alarms and other safety devices), including any light coming through windows. Blackout curtains are a good investment, or even using blankets to cover windows will help reduce light at night. It’s easy to adopt this challenge as it is sustainable once it is set. You will find that you can fall asleep easier and enjoy sleeping later in the morning because of the darker environment. “What normally happens is students see their devices are emitting unnatural light, and it is not nearly as dark as it should be,” Scullin said. “A lot of students in my classes report that this is their favorite challenge because it led to the biggest impact on sleep quality.”
3. Anti-Rumination Challenge Lying in bed thinking about everything you need to do the next day can increase stress levels and interrupt sleep. In a recent study, Scullin found that taking five minutes to write a “to-do” list at bedtime helped student participants fall asleep about 10 minutes faster than others who used that time to chronicle completed activities:
Take five minutes to write down a to-do list of everything that needs to be done the next day. The to-do list offloads stress, gives you a good action plan for the next day and helps you feel accomplished as you check off the goals. When people get more sleep – even just one more hour of sleep per night – “they literally become happier,” Scullin said. That extra hour of sleep can improve social relationships, emotional reactions and cognitive functioning. With improved cognitive functioning comes improved academic performance. “Adding more sleep to your life makes life better, and it's going to make you better at life. It's going to resolve some of the stress, and you're going to better handle events that are inherently stressful. You're going to enjoy life while you're also taking classes. And you know what? Your grades are probably going to improve.”
Baylor Social Work professor shares tips and resources during stressful half-way mark of semester Holly Oxhandler, Ph.D., LMSW., associate dean for research and faculty development and associate professor in the Diana R. Garland School of Social Work. October marks the halfway point to the fall semester and can carry all the excitement, stress and anxiety of another academic term winding to a close. The month also typically marks one of the busiest times of the year for university counseling centers across the nation.
With unique challenges in 2020 related to COVID-19, the University has acknowledged those hardships for all in the Baylor Family by taking the initiative to focus on mental health throughout October.
Baylor University’s Holly Oxhandler, Ph.D., LMSW, associate dean for research and faculty development and associate professor in the Diana R. Garland School of Social Work, is an expert on mental health, primarily anxiety and depression, as well as religion and spirituality in clinical practice.
In this Q&A, she shares tips and resources to students, faculty and staff who are facing all of the typical challenges of another mid-term while also navigating a global health crisis.
Q: The 2020 fall semester provided challenges and obstacles never seen before in higher education. Why has COVID-19 been a uniquely stressful influence on the mental and spiritual well-being of students, faculty and staff? There are a number of reasons COVID-19 has been a uniquely stressful influence on the mental and spiritual well-being of those in higher education. First, there are the unanticipated layers and learning curves of new considerations and adjustments to course delivery, safety protocols, dining, campus activities and communication, to name a few, on top of the typical adjustments and emotions we all navigate at the beginning of each fall semester.
Second, those in higher education entered fall 2020 without the “typical” summer that’s needed to reset, make adjustments and plan for the upcoming year’s activities. For example, many administrators, faculty and staff spent the summer not only planning for the usual upcoming academic year but also reconfiguring classes to be hybrid or online or simultaneously include both in-person and online students, in addition to modifying student activities and faculty research project timelines and plans. For degree programs that include internships, like social work, there have also been additional layers of consideration in order to comply with our professional accreditation standards.
Third, we recognize that many students, their family members, as well as Baylor faculty and staff members’ loved ones, have been affected by the economic impact of COVID-19, adding a layer of financial stress.
Fourth, many within the Baylor community – staff, faculty and students – have needed to juggle childcare and homeschooling their children as they continue to engage in their own work and/or educational expectations.
Finally, the fear of contracting COVID-19, especially among the most vulnerable and high-risk populations, has been constantly present.
Not only are we adjusting to this academic year with new ways of being and new protocols that keep us and one another safe, we’re also facing unexpected waves of fear and layers of grief for the missed events, opportunities and connections we had hoped to experience.
As resilient as our community is, I think it’s important to remember we cannot “operate as usual” because things aren’t usual. Instead, we must allow ourselves and one another the time, margin, flexibility and grace needed to sit with and move through the rising emotions, grief, stress, loneliness, fear and uncertainty as they come. We cannot skip or bypass these emotions, but instead, must move through them, often with the support of loved ones and/or a trained mental health care provider.
Q: Mental and spiritual health are challenging during even a typical semester experience. What are some of the effects and reactions you’ve witnessed to these circumstances among students, faculty and staff compared to a non-COVID-19 semester? As human beings navigating a global pandemic to the best of our ability, our mental and spiritual health have all been impacted to some degree this semester as we have individually and collectively faced a number of unexpected difficulties. I have also seen a beautiful response to the reality of this collective struggle in my interactions with Baylor faculty, staff and students that includes deep empathy for one another and an increase in valuing authenticity as we engage in the high-quality, meaningful work we each do.
It has been a gift to witness Baylor community members holding space for colleagues’ and students’ vulnerability as we admit this is hard for various reasons and recognize that we cannot just push our way through this season. When we admit this isn’t easy and that we are all juggling so much to the best of our ability through thick layers of uncertainty, it gives those around us permission to admit their experiences, too. In fact, I think when we create space for that shared vulnerability and empathy in our interactions with others, we can better assess the current situation, remain present to one another and discern what steps are needed to move forward together, particularly because we’re not carrying an additional layer of effort pretending that everything is fine.
That said, the Garland School of Social Work conducted a couple of well-being surveys since this summer to internally check in on how our faculty and staff are coping with this season and identify the biggest stressors they’re facing and sources of support. Our faculty and staff have also been continually checking in on our students through this season. Not only do we see many noting the same stressors that we’re all facing these days, normalizing how difficult this is for each of us, but the act of nonjudgmentally holding that space for ourselves and one another has been a tangible step of offering the care we know is uniquely woven into the Baylor experience.
Q: How can individuals within the campus community tend to their spiritual health to close out the semester? I would invite readers to take a moment to pause and identify a few spiritual practices that uniquely support them well, even if that means thinking back to less stressful seasons. The key to note here is that these are practices which require regular engagement, similar to if we were to practice a new instrument or sport.
Spiritual practices can vary based on our faith tradition and may include praying; meditating; centering prayer; reading our religious text; walking a labyrinth; journaling; practicing gratitude; listening to a sermon or faith-based podcast; praying over and contemplating scripture; engaging in creativity; practicing daily examen; or listening to spiritual music. Some practices may involve other individuals that can be done safely, including seeking spiritual direction, participating in a Bible or faith-based book study with others or engaging in worship (even virtually!). These practices can offer a sense of groundedness and a reminder that God is with us, including through this season.
As we continue to navigate this season of uncertainty, it is critical that we intentionally weave in spiritual practices that offer rhythms, routines and a grounded faith that can support us well through the waves of difficulty. Especially on campus, I would encourage Baylor community members to follow along with Spiritual Life’s resources and events, or check out Better Together BU, a partnership supported by both Spiritual Life and Multicultural Affairs.
Q: How can individuals within the campus community tend to their mental health to close out the semester? Tending to our mental health in this last stretch of the semester will be so important as we move into the stress of finals, the complex emotions tied to the holidays, grief with upcoming celebrations looking different this year (including how we celebrate holidays, who we celebrate with and the reality of many having lost loved ones to COVID-19) and the reality of seasonal affective disorder on the horizon. In fact, in a typical year, about 5% of U.S. adults have seasonal affective disorder (SAD), with another 10-20% having mild forms of it.
In light of all of the added transition, uncertainty, complexity of caregiving and homeschooling while working/studying at home, layers of loneliness and grief, I do hope our Baylor students, staff and faculty will actively prioritize taking good care of their mental health and supporting others’ mental health care, too. One way I highlight this with my social work students is by recommending creating a self-care plan that pays attention to our physical health, mental health, social support and spiritual health. If we can identify some strategies to holistically care for ourselves well and be mindful of potential barriers to navigate, we may have more resilience and practices to draw from to cope with challenges and stressors that arise.
Finally, although NAMI highlights that 1 in 5 of us are currently facing a mental health struggle, some studies have shown that over 80% of us will meet criteria for a mental illness by young adulthood or middle-age. Therefore, I highly recommend that anyone who is noticing any changes in their mood, diet, sleep habits, behaviors or overall well-being immediately reach out for help. Students are encouraged to reach out to Baylor’s Counseling Center, CARE team or the BARC. Faculty and staff also have resources available through Baylor’s employee assistance program. Other resources for finding a mental health provider include HelpPRO, Psychology Today, Low Cost Help or these additional resources. For those who are deeply struggling, please reach out to the Suicide Prevention Lifeline at 1-800-273-8255 or text ‘HOME’ to 741-741 for the Crisis Text Line. As part of my faith and my social work values, I believe that each of us are worth caring for ourselves, including caring for our mental health alongside our spiritual and physical health.
Q: What successes or bright spots have you seen within your campus experience that offer encouragement to how the Baylor Family has handled the crisis throughout the semester? I am regularly amazed by the Baylor students, faculty and staff, the ways we have navigated the crisis together this semester, and I am especially grateful for President Livingstone’s and Provost Brickhouse’s leadership since March. This semester, some bright spots have included Dr. Deborah Birx’s reflections on Baylor’s efforts to keep everyone safe from COVID-19, the Fall Faculty meeting and Dr. Peter Hotez’s appreciation of how Baylor leaders have kept the Baylor and Waco community safe and following along when Baylor students take over Baylor’s Instagram account (like Brandon Nottingham’s takeover on World Mental Health Day!). As the Garland School of Social Work’s associate dean for research and faculty development, I have also loved learning about the ways so many Baylor faculty are offering their unique research expertise and wisdom to serve others through this difficult time, such as Dr. Emily Smith’s “Friendly Neighbor Epidemiologist” Facebook page to explain COVID-19 information.
I’ve also been reminded of what a gift it is to be a part of the Garland School of Social Work (GSSW) and this community of faculty, staff and students. The resilience, creativity, love for serving others, dedication to the social work profession and care for our students is so apparent within the GSSW. I have especially seen how my faculty and staff colleagues have adapted courses and assignments, creatively considered students’ needs and juggled their research responsibilities while extending grace to themselves and one another as we navigate this season together as a school to the best of our ability. Similarly, seeing our students’ resilience, flexibility, support of one another, commitment to the profession and heart for the clients and communities they serve is truly inspiring. Finally, Dean Jon Singletary’s servant-leader heart for the GSSW and the ways he has supported our school through so much transition over the last five years has been a gift. One example of this includes the two hours of weekly well-being time he extends for all GSSW staff and faculty to use in support of our spiritual and mental health care.
Q: What gives you hope for the spring semester and beyond as students continue through their academic endeavors? Truthfully, our students’ presence and their enthusiasm over the fields of study they are dedicating their lives to gives me hope. As a professor, there is nothing like watching a student become fully alive in the work they are passionate about and feel as though they were made to do. Our students’ willingness to fully participate in the transformational education that Baylor offers, especially in this difficult season of COVID-19, is an honor to witness as a professor and certainly gives me hope. Further, seeing the ways our students are empathically caring for their neighbor by following Baylor’s safety guidelines, growing in their faith, checking in on one another, understanding faculty and staff are doing their very best and continuing to demonstrate their determination to learn and grow is an inspiration.
My hope and prayer for our students as well as our staff and faculty colleagues as we move through the remainder of the fall semester and into the spring is that they rest as they need to and prioritize taking good care of their mental and spiritual health. I also pray that we recognize as a community that by caring for our spiritual and mental health, by taking this season one day at a time, by trusting we are doing our best and by reaching out for help when needed, we give others permission to do the same.
Employers who don’t step up to help with workplace supports may make informal caregiving ‘an even tougher role,’ Baylor University researcher says (Image credit: iStockphoto) People who care for their parents outside of their full-time jobs — and are unpaid for their help — experience considerable disruption of their workplace routines. Many are not getting employer support because it is not offered or because they do not feel able to use it, even if it is available, according to a Baylor University researcher.
“A big and overwhelming consequence of America’s aging population is that so-called sandwiched caregivers, typically middle-aged, are caring for ailing parents while trying to work full-time and raise their own children,” said Matthew A. Andersson, Ph.D., assistant professor of sociology in Baylor University’s College of Arts & Sciences. “It’s no wonder we see such high rates of work interruption among caregivers.
“But what’s particularly troubling — and what’s new in this study — is that employees who are experiencing work interruption are much more likely to say they have unmet need for workplace support than those who manage to keep working at the same pace,” he said. “This tells us that employers may not be stepping up to connect informal caregivers with workplace supports they need. That makes informal caregiving an even tougher role.”
About three fourths of informal (unpaid) caregivers have at least a mild interference, such as working partial rather than full days, and about one quarter express an unmet need for workplace support, Andersson said.
“That means they need help from one of six potentially useful workplace programs we looked into — such as eldercare referral or financial counseling. Yet they’re still not getting that help, even if their employer provides access to it.”
The study — “Strapped for Time or Stressed Out? Predictors of Work Interruption and Unmet Need for Workplace Support Among Informal Elder Caregivers” — is published in the Journal of Aging and Health.
About one in four employed U.S. adults provides informal care for a parent, in-law or other family member older than 65, according to the United States Census Bureau. This number is projected to grow as the population continues to age and as many continue to live into their 80s or beyond.
Researchers from Baylor, Louisiana State University and the University of Iowa analyzed data from 642 individuals at a large public university who were informal caregivers for anyone 65 or older, often parents, spouses or friends.
Unmet needs for caregiving support are about twice as common among employees whose work is interrupted, suggesting a strong link between unmet needs and lapsed work performance, researchers said. Those interruptions ranged from mild ones, such as adjusting work hours, to more severe ones, such as moving from a full- to a part-time job position to taking a leave of absence or even early retirement.
While the study focused on the association between unmet needs for workplace support and work disruption among informal elder caregivers, researchers also examined how much unmet needs and work interruptions are linked to such factors as caregivers’ personal or job characteristics; their physical and psychological well-being; and the caregiving particular situations, including time weekly, necessary travel, number of individuals assisted and their health conditions — among them physical limitations, independence issues, chronic conditions and mental illness or cognitive impairment.
Among their findings:
Nearly three-fourths of the informal caregivers experience mild or severe work interruption. More than half of those who serve as caregivers 10 or more hours weekly reported severe interruption of work. More than 40 percent of caregivers reported being involved in caregiving 10 or more hours weekly; most care-providing (60 percent) took place within the household or less than 30 minutes away. While caring for one family member was most common (68 percent), a sizeable number oversaw two or three. Most (70 percent) assisted individuals with chronic health conditions; 80 percent cared for people with physical limitations. Caregivers with several work interruptions were especially likely to care for those with mental illness or cognitive impairment. “We know that informal caregiving is becoming more common and more complicated due to the multiple health conditions of care recipients and the all-too-familiar work-family conflict,” Andersson said.
“First, we need to do more research not just on individual caregivers but on caregiving networks,” he said. “Because informal caregiving can be so difficult and time-consuming, it’s usually too much to ask of one person. It’s not uncommon for multiple family members to get involved.
“Second, we need to get employers more involved in the reality of this pressing situation. This study examined the unmet needs of caregivers in a large workplace where these supports are, in theory, available to everyone. Yet, caregivers weren’t taking advantage — even when they thought they should be.”
To combat that, “supervisors should see their power for what it is: they shape culture more than they realize,” Andersson said. “Work teams should be structured so that absences can be taken in stride when family duties are pressing. This places a burden on supervisors to model how long-term success involves, first and foremost, taking care of yourself and your family.”
Employee training should involve clarity and communication about available supports and how to use them.
“Using them should not be a source of guilt,” Andersson said. “And it definitely does not mean an employee is not valuable or productive.”
Previous research has found that workers who care for the elderly have more stress, decreased health, more work-family conflict, greater financial burdens, strained relations with co-workers and diminished self-esteem. Additional duties may lead to lost productivity as well as missed training opportunities or diminished job skills. All those issues are concerns for employers wanting to retain and invest in employees.
*The study was supported by the TIAA-CREF Institute. The University of Iowa, Iowa Center on Aging and Iowa Social Science Research Center provided additional support. Program on Aging seminar participants at Yale School of Medicine provided feedback. Co-researchers were Mark H. Walker, Ph.D., Louisiana State University; and Brian P. Kaskie, Ph.D., The University of Iowa College of Public Health.*
