{
  "abstract": "Introduction Recent evidence (Stores et al, 2023) suggests that hypersomnolence and sleep disturbance influence academic performance and well-being within higher education. Consequently, this work aimed to further this notion by examining the impact of hypersomnolence on the psychological and social well-being of higher education students.Methods In Study 1, self-report measures were used to explore the impact of hypersomnolence on loneliness and social connectedness. Surveys used can be found in table 1. An online survey was administered to 108 higher education students to account for potential dropout rates. Exclusion criteria included individuals who have had an intake of stimulants, hypnotics, benzodiazepines, or antidepressants different from their habitual daily intake, as well as individuals with diagnosed sleep disorders. Five scales were used in this study, which are outlined in table 1.In Study 2, self-report measures of somnolence, hypersomnolence, and subjective well-being alongside actigraphy-measured sleep were used to investigate the relationship between psychological and social well-being in higher education students. As within Study 1 all surveys found in table 1, were used for consistency. However, for this study, participants also completed the Satisfaction with Life Scale (Diener et al. 1985) and Warwick Edinburgh Mental Health Scale (Tennant et al. 2007). Data from 54 student participants were collected. 2 participants were excluded from the analysis due to movement-related sleep disorders being self-identified by participants (bruxism and rhythmic limb movement).Results Study 1 suggested that hypersomnolence and somnolence predicted loneliness but not social connectedness within a student sample. Study 2 highlighted that self-reported hypersomnolence predicted psychological well-being and loneliness, whereas actigraphy-measured sleep parameters did not.Discussion Overall, hypersomnolence was the only significant predictor of well-being in a student sample when considering social and psychological well-being. Thus, demonstrating the importance of assessing hypersomnolence and sleep perceptions within those enrolled in higher education.Abstract O21 Table 1Overview of scales",
  "authors": [
    {
      "affiliations": [
        "East Suffolk and North Essex Foundation Trust, Ipswich, UK"
      ],
      "name": "Katrina Burrows"
    },
    {
      "affiliations": [
        "University of Suffolk, Ipswich, United Kingdom"
      ],
      "name": "Abbie Millett"
    }
  ],
  "title": "O21 Exploring links between sleep, hypersomnolence and well-being",
  "uid": "ac352c6a-2aeb-553d-b019-417b7fe590cb"
}