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The aim was to analyze the morningness/eveningness (M/E) effect on suicidal ideation through sleep and depressive symptoms mediators with school shift (i.e., morning and afternoon) as moderator. In this study, 586 Mexican adolescents, with a mean age of 16.31 ± 0.92, from a public high school in a double-shift school system (298 from the morning shift and 288 from the afternoon shift) participated. Measurements of sleep, morningness/eveningness (circadian preference), depressive symptomology, and suicidal ideation were completed. Adolescents in the afternoon shift reported a later rise time, bedtime, greater time in bed sleep length, and less social jet lag than in the morning shift. Considering the moderated-mediated analysis, circadian preference and suicidal ideation were mediated by both depressive symptoms and school day's sleep length in the morning shift. In the afternoon shift, no mediation effect was significant. When weekend sleep length was considered in the model, only depressive symptoms had a mediating effect between circadian preference and suicidal ideation in the morning shift; no significant mediating effect was found on the afternoon shift. The results suggest that an afternoon school schedule may act as a protective factor for the adolescent's mental health and may represent a viable option for future interventions.

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OBJECTIVE: To determine the differences between sleep habits and circadian preference in school-aged children attending a Mexican double-shift school system. METHODS: This cross-sectional study consisted of 400 elementary public-school children (mean age = 10.77, SD = 0.70 y, from fourth, fifth and sixth grades) in Reynosa, Tamaulipas, in northeastern Mexico. Attending a double-shift school system: 200 from the morning shift and 200 in the afternoon shift. Specific questions regarding sleep habits were collected and for circadian preference, the Morningness-Eveningness Scale for Children (MESC) was used. RESULTS: Multivariate analysis reported no sex differences. Children attending at the morning shift during weekdays rose earlier, reported shorter time in bed and earlier midpoint of sleep than those in the afternoon shift. On weekends, morning shift children went to bed later than afternoon shift. Morning shift reported greater social jetlag, shorter average sleep length and more sleep deficit than afternoon shift. During weekdays and weekends evening type children went to bed later, rose later and reported later midpoint of sleep. Also, evening type reported more social jetlag than morning types. CONCLUSION: This study suggests that early school start times can have a detrimental effect on Mexican children. Moreover, the morning shift children may be at more risk of poor health due to the higher social jetlag, as well as a higher tendency to be sleep deprived. On the other hand, the afternoon shift represents an important social environment that allows children to follow their natural physiological needs and a more optimal sleep health.

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This study aimed to validate the Morningness-Eveningness-Stability-Scale improved (MESSi) in Mexico, analyzing the factor structure and sleep habits, combined with the proposal of cutoff values for the scales, and to assess the relationship with substance use. We applied the questionnaires through an online survey to a total sample of 510 Mexicans, aged 18-77 years (M = 27.79, SD = 10.24). The MESSi showed an acceptable fit and the Cronbach's alpha coefficients were good to satisfactory in the Mexican sample in every subscale: Morning Affect (MA, α = 0.90), Eveningness (EV, α = 0.88), Distinctness (DI, α = 0.80). In order to obtain a better interpretation of the MESSi subscales, we decided to propose cutoff points corresponding to the 25th-75th percentile. The categories were depicted as strong trait presence, intermediate trait presence and weak trait presence. When applying the cutoff points for the MESSi sub-scales, with Morning Affect (MA), strong-types went to bed and woke up earlier and had more sleep than weak-types during weekdays and weekends and reported less social jetlag. For Eveningness (EV), strong-types went to bed and woke up later than weak-types on weekdays and weekends. Also, strong-types had a shorter time in bed during weekdays but not on weekends and reported more social jetlag. Lastly, with Distinctness (DI), the results reported that those with a strong-type showed greater amplitude on weekdays and weekends. Furthermore, the MESSi scale found that evening people consumed more alcohol and tobacco. Our study supported the validity and reliability of the MESSi in a Mexican population and the relationship between eveningness and substance consumption. Furthermore, the proposed cutoff scores for the MESSi sub-scales add a novel approach for the measurement and interpretation of the scale.

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BACKGROUND: The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. AIMS: The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. SAMPLE: The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). METHODS: The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. RESULTS: Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. CONCLUSIONS: The role of morningness-eveningness in academic performance in the afternoon shift is examined.

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