Research has established a bidirectional association between sleep disturbances and depression in both adults and youth, as well as links between depression and circadian rhythms and chronotype, predominantly in adult populations. However, the link between chronotype and depression in the general adolescent population, independently of poor sleep and prior mental health problems, remains unclear.
This study investigated the association between time‐to‐sleep (TTS) and depressive symptoms in middle adolescence (age 14 years) using data from a large, nationally representative birth cohort from the UK. The relationship between TTS and self‐reported number of depressive symptoms was adjusted for individual, family, and neighborhood characteristics, including sleep quality, earlier mental health, diet and family meal routines, body‐mass index, screen time, physical activity, chronic illness, special educational needs, peer victimization, socioeconomic status, maternal mental health, area safety and the built environment (air pollution).
An “evening” chronotype was positively associated with depressive symptoms, and biological sex moderated this association—with eveningness being more strongly related to depressive symptoms in females. TTS inconsistency between non‐school and school nights was associated with depressive symptoms and sleeping later on non‐school nights predicted fewer depressive symptoms. The results were robust to further sensitivity analyses that used the sleep midpoint on non‐school nights and controlled for sleep duration.
Adolescents with an “evening” chronotype reported a higher number of depressive symptoms at age 14 years. Eveningness was more strongly related to depressive symptoms in females. The findings were robust even after adjustment for a wide range of environmental and biopsychosocial factors, both proximal and distal, including poor sleep quality and prior mental health problems.
See how this article has been cited at scite.ai
scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.