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By Zoe Chambers-Daniel, Taproot Therapy Clinical Trainee
The recommended amount of sleep for adults is 7 to 9 hours, and in a post COVID world where the boundaries between work and home are increasingly getting blurred, this suggestion can be challenging to maintain. Daily demands often leave very little time to experience simple pleasures such as reading, watching a comfort show, or talking to a friend. The time that would be used to get ready for bed becomes the only time we can identify to take back some control. After all the work we did, we can now scroll on our phones, or binge-watch the show we didn’t have time for. This phenomenon is known as Revenge Bedtime Procrastination (Kroese et al., 2014; Liang, 2022). Although there is a conscious effort to take back some control over our time, there are also adverse effects. When we replace much needed sleep with leisure activities on a regular basis, our cognitive abilities decline, our immune systems weaken, and we are more likely to experience irritability. These effects make it harder to show up at work and creates a cycle of exhaustion despite the valid need for autonomy (Kamphorst et al., 2018; Kroese et al., 2018). So, how can we combat Revenge Bedtime Procrastination without sacrificing that need for control in our daily schedules? Let’s review these crucial tips to start making a routine that works for us: Prioritize Consistency Remember the recommended amount of sleep for adults is 7 to 9 hours. You know yourself best so start thinking about where you exist on this range. You may even need 10 hours to have a truly productive day. Once you understand the amount of sleep you need to show up at your best, line that up with the time you need to wake up each morning. This will be the time you aim to be in bed. Going to bed and waking up at the same time each morning creates consistency. Sounds simple right? Not always. Our environment can set us up for success or create more barriers to getting ready for bed. Practice Sleep Hygiene Now that you have identified the time you need to go to bed to wake up feeling refreshed, we need to figure out how to prepare for bed. Creating a boundary for yourself where your bed is just for sleeping is crucial. Work is done outside of the bed, even reading. Creating that simple association of bed being solely for sleep can make it easier to wind down once you get in. The sensory environment is also important in getting ready for bed. Keeping a cool quiet environment is generally best practice for inducing restful sleep. Remember, you know yourself best. Think of factors in your home that relax you and incorporate that into your routine. Incorporate Autonomy into Your Schedule When thinking about the contributing factors that lead people to experience Revenge Bedtime Procrastination, autonomy is the leading one. If you relate to this, you probably lead a busy life with little room for leisure activities. Reframing how we view control in our daily lives can help us combat this phenomenon. Finding wiggle room where you have 15 minutes to watch part of a show you love, getting a sweet treat from a cafe, or calling a loved one, can make a big difference in our day. So when we are off the clock, the need to get revenge is reduced. Make Revenge Bedtime Procrastination Work For You There will be days when the need for control during bedtime is much too great and we succumb to the nighttime procrastination. That is completely alright. We can make this phenomenon work for us. Using the tips listed above, Revenge Bedtime Procrastination can be a once in a while occurrence instead of a daily one. We lead busy lives and oftentimes our work schedules can’t be changed. Extending grace to ourselves, and acknowledging that sleep is something we don’t have to deprive ourselves of to feel pleasure is the first step in combating Revenge Bedtime Procrastination. References Kamphorst, B. A., Nauts, S., De Ridder, D. T. D., & Anderson, J. H. (2018). Too depleted to turn in: The relevance of end-of-the-day resource depletion for reducing bedtime procrastination. Frontiers in Psychology, 9, 252. https://doi.org/10.3389/fpsyg.2018.00252 Kroese, F. M., Adriaanse, M. A., Evers, C., Anderson, J., & De Ridder, D. (2018). Commentary: Why don’t you go to bed on time? A daily diary study on the relationships between chronotype, self-control resources and the phenomenon of bedtime procrastination. Frontiers in Psychology, 9, 915. https://doi.org/10.3389/fpsyg.2018.00915 Kroese, F. M., De Ridder, D. T. D., Evers, C., & Adriaanse, M. A. (2014). Bedtime procrastination: Introducing a new area of procrastination. Frontiers in Psychology, 5, 611. https://doi.org/10.3389/fpsyg.2014.00611 Liang, L. (2022, February 25). The psychology behind “revenge bedtime procrastination.” https://www.bbc.com/worklife/article/20201123-the-psychology-behind-revenge-bedtime -procrastination By Margot Gaggini, Taproot Therapy Clinical Trainee
As outpatient therapists, we often see children for one hour a week. Schools see them for six to eight hours a day. When a child is struggling emotionally, behaviorally, or academically, meaningful support almost always requires collaboration between clinical and educational systems. As someone who worked in an elementary school for three years before returning to graduate school, there were common misconceptions I heard from external therapists/providers I would talk to. Understanding how school-based services work allows clinicians to better advocate for clients and guide families through what can feel like an overwhelming process. Below are key things every child therapist should know when working with students and their schools. 1. The Difference Between an IEP and a 504 Plan While both provide support in school settings, an Individualized Education Program (IEP) and a 504 Plan are legally distinct and offer different levels of intervention. IEP (Individualized Education Program) - An IEP is governed by the Individuals with Disabilities Education Act (IDEA). It is designed for students who qualify for special education services under one of 13 disability categories (e.g., emotional disability, specific learning disability, autism, other health impairment). An IEP:
504 Plan - A 504 Plan falls under Section 504 of the Rehabilitation Act. It provides accommodations to ensure access to learning but does not include specialized instruction. A 504 Plan:
2. Special Education Classrooms Are Not One-Size-Fits-All Many families fear that “special ed” means a separate school or significantly restricted setting. In reality, services exist along a continuum. Common classroom models include:
As therapists, it’s important to help families move away from stigma and toward understanding what environment best supports regulation, learning, and safety. 3. Parents Can Request an Evaluation At Any Time One of the most important things clinicians can communicate to families: Parents have the right to request a formal evaluation in writing if they suspect their child has a disability. This applies even if the child has never received school-based services, the school has not raised concerns, or the child is performing “okay” academically but struggling emotionally. Once a written request is submitted, schools are legally required to respond within a specific timeline (which varies by state). The evaluation may include psychological testing, academic assessments, speech/language evaluations, classroom observations, and behavioral assessments. Sometimes families don’t pursue evaluation because:
4. Mental Health Impacts Educational Access Children do not need a diagnosed learning disability to qualify for support. Emotional and behavioral conditions can significantly impact educational functioning. Examples include:
5. Clinicians Can Participate in the School Process Outpatient therapists are allowed, and often welcomed, to collaborate with schools when families provide consent. Ways clinicians can support include writing brief clinical summaries. A short report can:
When therapists attend, conversations often shift from “behavior management” to “regulation and support.” For students with suicidality or self-harm, coordination between outpatient providers and school staff is critical. Clear communication can prevent fragmented safety plans and reduce risk. 6. Ethical Considerations When collaborating with schools:
Understanding the differences between IEPs and 504 Plans, recognizing when evaluation may be warranted, and knowing that therapists can meaningfully participate in school meetings empowers clinicians to better serve their clients. Effective child therapy does not stop at the office door. When we collaborate thoughtfully with schools, we help ensure children receive consistent, coordinated support, both in the therapy room and in the classroom. |
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