Increased values of systolic blood pressure in adolescents from 2004 through 2020 when recorded during school hours

Abstract

In recent years, significant changes in the human social environment have been associated with the development of computers and total digitalization. The educational environment, that largely determines the living space and takes much time of adolescents, has also been modified by these processes.

The purpose of our study was searching for possible changes in cardiovascular parameters in adolescents during the period from 2004 through 2020 associated with the introduction of digital technologies to the educational environment.

Methods. A comparative analysis of cardiovascular parameters was performed in female and male adolescents aged 13.9 to 15.4 years (57 adolescents in 2004 and 53 adolescents in 2020). We used a spiroartheriocardiorythmograph that allows recording of heart rate (HR), blood pressure (BP), and spectral parameters of the HR variability and the variability of systolic (sBP) and diastolic (dBP) BP. These parameters were recorded at rest in the sitting position over 2 min. All studies were performed during school hours in February-March.

Results. An increase in mean sBP values and an up to 55% increase in the proportion of adolescents with BP in the "hypertensive" range were found in 2020. The total power of the HR variability spectrum remained constant while the relative power of the LF range increased and the absolute power of the VLF range tended to decrease. In the sBP variability spectrum, increases in the total power and in all its ranges were detected but the relative power of the LF range decreased. In the dBP variability spectrum, the absolute power of the VLF range decreased while the total power remained constant. No changes in the stress index and the alpha index were detected. The time-related changes in these parameters were similar in male and female adolescents.

Conclusion. These findings indicate significant shifts in the cardiovascular parameters of adolescents recorded during school hours from 2004 through 2020. This may reflect a school-associated increase in the psycho-emotional tension of schoolchildren and can be interpreted as an adaptive response to changes in the educational environment, first of all its digitalization.