BACKGROUND The adoption of a shortened school week from the traditional 5 to 4 days is increasing nationwide. Budgetary and staffing needs are driving the change, yet research on the effects on students is lacking, especially regarding student health. Our study examined student health in 4 vs 5‐day schools in Colorado, a state with one of the highest numbers of schools with a 4‐day week. METHODS Data are from a population‐based survey of high‐school students. Student responses were weighted to school enrollment, and schools were classified by length of the school week. Indicators of health behaviors and outcomes were compared between the two groups, adjusted for student and school characteristics. RESULTS A 4‐day school week was associated with several positive health outcomes (improved student engagement, decreased substance use behaviors, decreased non‐school screen time, and increased physical activity) as well as several negative health outcomes (increased bullying, increased sexual activity, decreased sleep, and breakfast consumption). CONCLUSIONS Our study found mixed health outcomes associated with attending schools with shortened weeks. The findings may be related to longer school days and a non‐contact day, but further research is needed.

BACKGROUND In 2020, schools shifted to remote learning in response to mitigating COVID‐19. Since then, students have fluctuated between in‐person and remote learning environments. Changes to instructional models raise questions about the impact on health. METHODS This study leveraged a statewide surveillance system (Healthy Kids Colorado Survey) to examine the relationship between learning environment and adolescent health. The survey was administered in Fall 2020 to 26 high schools, resulting in 4564 respondents. RESULTS Overall, results suggested positive and negative associations between the 3 learning environments. Notably, as compared to in‐person students, hybrid and remote students reported more stress (OR = 1.82, p < .001; OR = 1.41, p = .001), less school connectedness (OR = 0.71 and 0.61, p < .001); remote students reported more parental abuse (OR = 1.33, p = .010) and less alcohol consumption (OR = 0.61, p < .001). CONCLUSION This study may be used to better understand risk and protective factors experienced by youth at school and home with the goal of improving prevention strategies.

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