Staff Perspective: Supporting Military Youth Through Better Sleep
I recall evaluating and treating an adolescent from a military-connected family who had moved frequently over several years. Each relocation meant adjusting to new schools, routines, and peer environments, changes the family navigated with resilience but that made consistency difficult to maintain. He had engaged in treatment with several providers over time, had several diagnoses, and his caregiver continued searching for support as progress felt limited.
During routine screening for sleep, a different picture began to emerge. He was averaging about four hours of sleep per night, napping for long periods after school, relying on energy drinks, and staying up past midnight playing video games. These patterns contributed to tension at home and difficulty adjusting academically after another move.
As we explored how sleep affected his energy, mood, and relationships, he became open to small, realistic changes, refraining from naps, replacing energy drinks with caffeine free alternatives, adjusting his sleep schedule, and decreasing late-night gaming. These adjustments were made collaboratively with his mother. Over time, sleep improved, family conflict decreased, friendships began strengthening, and his school functioning began to shift. Experiences like this remind me and highlight how meaningful clinical change can begin with routine sleep screening and understanding how sleep influences multiple areas of functioning.
An estimated 20–30% of children and adolescents experience sleep problems, yet sleep remains frequently under assessed in clinical care (Owens, 2020). For providers working with military-connected youth, sleep can be an especially meaningful clinical entry point. Within military-connected youth and family systems, contextual factors associated with military life including relocations, changing school environments, shifting caregiver roles, and ongoing adjustment to new communities may shape daily structure, emotional regulation, and family rhythms in ways that influence sleep consistency, even among highly resilient families.
Rather than viewing sleep as secondary to treatment, many providers recognize it as a foundation that supports regulation, learning, and engagement in care.
Why Sleep Matters
Military-connected families bring strong adaptability and structure, yet transitions such as time zone changes, reintegration periods, or shifting household roles can unintentionally disrupt routines that support sleep (Lester et al., 2016). These disruptions are understandable responses to changing environments. When sleep difficulties persist, providers may notice irritability, concentration challenges, or increased stress responses. When treatment progress slows, sleep is often an important area to revisit.
Common Sleep Concerns
Sleep difficulties vary developmentally but commonly include:
- Difficulty falling or staying asleep
- Bedtime resistance or delayed schedules
- Nightmares or nighttime fears
- Insufficient sleep duration
- Circadian rhythm shifts during adolescence
Chronic insufficient sleep is associated with challenges in emotional regulation, attention, learning, and behavior (Gregory & Sadeh, 2016; Shochat et al., 2014). Because these concerns overlap with anxiety, mood changes, and trauma-related stress, integrating sleep assessment into routine care can provide valuable clinical insight.
Taking a Systems Approach to Sleep
Sleep reflects the interaction of developmental factors, family routines, physiological arousal, environmental conditions, and emotional stress (Owens et al., 2014). Within military-connected families, frequent moves or schedule variability may influence sleep patterns, but they do not determine outcomes. Clinically, sleep disruption often maintains existing challenges rather than causes them outright, making it a meaningful target for intervention.
Evidence-Based Strategies
Behavioral and cognitive-behavioral approaches remain first-line treatments for pediatric sleep concerns (Meltzer et al., 2014; Mindell et al., 2006). Here are some examples of sleep-focused strategies providers can integrate into practice:
- Supporting consistent bedtime routines
- Encouraging predictable sleep and wake schedules
- Teaching relaxation skills
- Addressing bedtime worries or fears
- Using CBT-informed strategies for insomnia and nightmares
A Practical Takeaway for Providers
For providers working with military-connected youth, sleep may be one of the most helpful places to begin. Integrating brief sleep screening and targeted intervention can improve engagement, reduce caregiver stress, and support resilience across the family system. Sometimes the most impactful clinical shifts come from strengthening routines that help children feel regulated, supported, and ready to grow.
The opinions in CDP Staff Perspective blogs are solely those of the author and do not necessarily reflect the opinion of the Uniformed Services University of the Health Science or the Department of War.
Shantel Fernandez Lopez, Ph.D., is a clinical psychologist serving as a Military Behavioral Health Child Psychologist at the Center for Deployment Psychology (CDP) at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. In this role, she supports a study focused on the identification and enhancement of evidence-based treatment delivery to youth with neurodevelopmental and behavioral health needs via telehealth and tele-education.
I recall evaluating and treating an adolescent from a military-connected family who had moved frequently over several years. Each relocation meant adjusting to new schools, routines, and peer environments, changes the family navigated with resilience but that made consistency difficult to maintain. He had engaged in treatment with several providers over time, had several diagnoses, and his caregiver continued searching for support as progress felt limited.
During routine screening for sleep, a different picture began to emerge. He was averaging about four hours of sleep per night, napping for long periods after school, relying on energy drinks, and staying up past midnight playing video games. These patterns contributed to tension at home and difficulty adjusting academically after another move.
As we explored how sleep affected his energy, mood, and relationships, he became open to small, realistic changes, refraining from naps, replacing energy drinks with caffeine free alternatives, adjusting his sleep schedule, and decreasing late-night gaming. These adjustments were made collaboratively with his mother. Over time, sleep improved, family conflict decreased, friendships began strengthening, and his school functioning began to shift. Experiences like this remind me and highlight how meaningful clinical change can begin with routine sleep screening and understanding how sleep influences multiple areas of functioning.
An estimated 20–30% of children and adolescents experience sleep problems, yet sleep remains frequently under assessed in clinical care (Owens, 2020). For providers working with military-connected youth, sleep can be an especially meaningful clinical entry point. Within military-connected youth and family systems, contextual factors associated with military life including relocations, changing school environments, shifting caregiver roles, and ongoing adjustment to new communities may shape daily structure, emotional regulation, and family rhythms in ways that influence sleep consistency, even among highly resilient families.
Rather than viewing sleep as secondary to treatment, many providers recognize it as a foundation that supports regulation, learning, and engagement in care.
Why Sleep Matters
Military-connected families bring strong adaptability and structure, yet transitions such as time zone changes, reintegration periods, or shifting household roles can unintentionally disrupt routines that support sleep (Lester et al., 2016). These disruptions are understandable responses to changing environments. When sleep difficulties persist, providers may notice irritability, concentration challenges, or increased stress responses. When treatment progress slows, sleep is often an important area to revisit.
Common Sleep Concerns
Sleep difficulties vary developmentally but commonly include:
- Difficulty falling or staying asleep
- Bedtime resistance or delayed schedules
- Nightmares or nighttime fears
- Insufficient sleep duration
- Circadian rhythm shifts during adolescence
Chronic insufficient sleep is associated with challenges in emotional regulation, attention, learning, and behavior (Gregory & Sadeh, 2016; Shochat et al., 2014). Because these concerns overlap with anxiety, mood changes, and trauma-related stress, integrating sleep assessment into routine care can provide valuable clinical insight.
Taking a Systems Approach to Sleep
Sleep reflects the interaction of developmental factors, family routines, physiological arousal, environmental conditions, and emotional stress (Owens et al., 2014). Within military-connected families, frequent moves or schedule variability may influence sleep patterns, but they do not determine outcomes. Clinically, sleep disruption often maintains existing challenges rather than causes them outright, making it a meaningful target for intervention.
Evidence-Based Strategies
Behavioral and cognitive-behavioral approaches remain first-line treatments for pediatric sleep concerns (Meltzer et al., 2014; Mindell et al., 2006). Here are some examples of sleep-focused strategies providers can integrate into practice:
- Supporting consistent bedtime routines
- Encouraging predictable sleep and wake schedules
- Teaching relaxation skills
- Addressing bedtime worries or fears
- Using CBT-informed strategies for insomnia and nightmares
A Practical Takeaway for Providers
For providers working with military-connected youth, sleep may be one of the most helpful places to begin. Integrating brief sleep screening and targeted intervention can improve engagement, reduce caregiver stress, and support resilience across the family system. Sometimes the most impactful clinical shifts come from strengthening routines that help children feel regulated, supported, and ready to grow.
The opinions in CDP Staff Perspective blogs are solely those of the author and do not necessarily reflect the opinion of the Uniformed Services University of the Health Science or the Department of War.
Shantel Fernandez Lopez, Ph.D., is a clinical psychologist serving as a Military Behavioral Health Child Psychologist at the Center for Deployment Psychology (CDP) at the Uniformed Services University of the Health Sciences in Bethesda, Maryland. In this role, she supports a study focused on the identification and enhancement of evidence-based treatment delivery to youth with neurodevelopmental and behavioral health needs via telehealth and tele-education.