Background: During adolescence, stress arising from having to engage in after-school club activity（“club activity stress”）is one of the causes of school maladjustment. However, most studies have focused on specific demographic variables as predictors of club activity stress, which makes it difficult to understand club activity stress holistically. In addition, in stress management education, demographic variables are difficult to change.

Objective: The present study examined the effect of subjective psychological commitment to club activity on coping selection

Methods: In this study, 502 adolescents who take part in club activities at school (146 junior high school students, 185 high school students, 171 university students; 224 females, 278 males; mean age 16.9±2.9), completed a questionnaire about cognitive appraisal of stressors, strategies for coping with stress, and psychological commitment to club activity. Multiple group structural equation modeling was used to analyze the completed questionnaires.

Results: Higher affective commitment predicted more use of “catharsis” and “problem-solving” strategies among university students. Furthermore, higher normative commitment predicted more use of “catharsis” strategies among junior high school students, “diversion”, “catharsis”, “problem-solving”, and “affirmative interpreting” strategies among high school students, and “affirmative interpreting” strategies among university students.

Conclusion: In stress management education for club activity stress, promotion of normative commitment among high school students, and affective commitment among university students, would facilitate the flexible use of various coping strategies.

Background: The importance of obtaining informed consent from children has been heightened after the ratification of the Convention on the Rights of the Child (1994). Consequently, appropriate health care workers’responses dealing with the children’s development of understanding of diseases are required. In the school setting, Yogo teachers in school health rooms seem to support school children with describing and understanding their injuries and illnesses; however, the details of this support are not known.

Objectives: The objective of this study was to understand i）how school children describe the symptoms of their injuries or illnesses while receiving first aid treatment in school health room, ii）how Yogo teachers interpret these complaints, and iii）what responses are taken by Yogo teachers to support students in describing and understanding their conditions.

Methods: Four elementary school Yogo teachers and six junior high school Yogo teachers who consented to participate in this study took part in interview surveys during which they shared episodes of school children describing and understanding injuries and illnesses and described their responses as Yogo teachers in those situations. Interview transcripts were examined using a qualitative inductive approach to sort and classify expressions used by the school children in describing complaints about injuries and illnesses, factors that influence the descriptions, and interpretation of the descriptions and responses made by the Yogo teachers.

Results: School children’s descriptions of 53 episodes were classified as follows. School children“candidly described their physical symptoms”and“pain was manifested physically”. In addition, for elementary school children, the following classifications were generated:“changing descriptions depending on the situation”; “inconsistencies between their complaints and behaviors”;“trying to spend time in the school health room without obvious symptoms”;“variability in accepting the response of the Yogo teacher”; and“behaving as taught by parents”. For junior high school students, descriptions were classified as follows:“description of the physical response immediately after an injury”;“requesting the treatment they want”;“not complaining despite having physical symptoms”;“complaining of physical symptoms as an excuse to use the school health room”;“expressing their fears and anxieties about receiving treatment at a hospital”; and“indicating their ability to tolerate pain, which was acquired while receiving medical treatment”. Chronic illnesses, school, <italic>Yogo</italic> teachers, parents, information acquired by the child, experience of poor health, characteristics of the child, and cultural background were identified as factors influencing the children’s description.

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Background: Sleep debt attributable to short sleep duration among adolescents is associated with a wide range of detrimental physical and mental health outcomes.

Objective: This cross-sectional study was conducted to assess sleep/wake patterns among high school students based on the perspective of sleep debt and to explore sleep-promoting behaviors for alleviating sleep debt, late bedtime and insufficient sleep.

Methods: A total of 2,195 students in five high schools completed a self-administered questionnaire including demographic information, sleep/wake patterns, subjective insufficient sleep, excessive daytime sleepiness, irritability and sleep-promoting behaviors. We defined sleep debt as“the cumulative hours of sleep loss with respect to a subject-specific daily need for sleep”, and calculated it using the following equation: weekend sleep duration minus. weekday sleep duration. We then classified the students into two-groups based on a weighted mean（100min）of the discrepancy of sleep duration between weekday and weekend those with or without sleep debt of ≥100min

Results: Students with the sleep debt went to bed 24min later on weekday, and slept 28min shorter on weekday than those without the sleep debt, but there was no significant difference in weekday wake-up times between the two groups. Contrary to weekday, students with the sleep debt went to 29min later, woke up 129 min later and slept 107min longer on weekends than those without the sleep debt. Furthermore, prevalence of insufficient sleep（70.7% vs. 54.2%）, excessive daytime sleepiness（49.5% vs. 41.5%）, irritability（29.6% vs. 24.7%）, breakfast skipping（19.5% vs. 12.5%）and nodding off during the day（71.6% vs. 60.4%）was observed more frequently in students with the sleep debt than in those without the sleep debt. Logistic analyses with a generalized linear mixed model revealed that practice of 12 sleep-promoting behaviors, such as getting up at a fixed time every morning（OR=0.81, 95% CI: 0.66-0.99）, exposing oneself to sunlight in the morning（OR=0.76, 95% CI: 0.64-0.89）, and not going out to brightly-lit places, such as convenience stores, after 9：00 pm（OR=0.70, 95% CI: 0.53-0.93）, were associated with a lower odds ratio of having the sleep debt, late bedtime or insufficient sleep.

Conclusion: Late bedtimes, less weekday and longer weekend sleep durations, and late weekend wake-up time were observed in students with the sleep debt. Our results suggest that 12 sleep-promoting behaviors, all of which are items contributing to advance bedtime and/or to ensure sleep duration, play an important role in alleviating the sleep debt, late bedtime and insufficient sleep in high school students. We hope that this sleep-promoting behavior menu is utilized as a sleep support for students with similar sleep problems.