Effects of school time on sleep duration and sleepiness in adolescents

Rhie, Seonkyeong; Chae, Kyu Young

doi:10.1371/journal.pone.0203318

Cited by 16 publications

(18 citation statements)

References 24 publications

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“…Similarly, Rhie and Chae (2018) 66 studied middle and high schools in 4 South Korean districts, of which Gyeonggi delayed SSTs (baseline from a range of 7:30h-8:10h) to 9:00h, while Daegu, Gyeongbuk and Ulsan did not change (SSTs ranged from 7:30h to 8:00h; control group). Based on logistic regression analysis in their large sample (Nstudents>42,000), they found that self-reported GPAs increased year by year in both the intervention and the control group (data cover 2 years pre and after the change; adjustments for covariates not reported).…”

Section: Summary Of Individual Study Resultsmentioning

confidence: 99%

School start times and academic achievement - a systematic review on grades and test scores

Biller

Meißner

et al. 2021

Preprint

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School start times have been at the centre of many scientific and political debates given the accumulating evidence that bell times are generally too early, and thus lead to an epidemic of sleep restriction in the student population. Recent media attention has conveyed the message that later school starts not only improve sleep but also result in better academic achievement. Several studies have been recently published on this topic requiring a comprehensive review of the results to clarify the relationship between later school start times and academic achievement to inform the general public and policy makers. To this end, we conducted a systematic review of the current literature on school starting times and academic achievement in middle and high school students, considering grades and standardised test scores as achievement measures. We followed the PRISMA guidelines for searching, including, and reporting relevant literature and identified 21 studies for detailed analysis. Evidence quality of included studies was assessed with a pre-defined risk of bias assessment using modified items from the GRADE scheme and ROBINS-I tool. About half of the reviewed studies reported no (positive or negative) effect of delaying school times on grades and test scores, while the other half reported either mixed or positive results. Given the strong heterogeneity of included studies, we grouped them according to various characteristics, such as academic outcomes, dose of delay, evidence quality, or study design to identify potential hidden effects. Despite this, we could not identify any generalisable effect beyond single studies as to whether delaying school times has clear beneficial effects on academic performance. Given that grades and scores determine future career trajectories and predict future success, the question whether school start times contribute to academic achievement is of great interest for the general public and needs to be further clarified. Mechanistically, it is very likely that improved sleep leads to or mediates improved cognitive performance and learning, but definitive conclusions on whether this also translates into better grades and scores across all students requires better evidence at this stage. Importantly, this does not preclude other positive outcomes of later start times such as improved sleep (quality), motivation or learning but draws attention on current gaps and shortcomings. To this end, we also highlight critical methodological aspects and provide suggestions to increase the evidence-level and to guide the direction of research in future studies.

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Section: Summary Of Individual Study Resultsmentioning

confidence: 99%

School start times and academic achievement - a systematic review on grades and test scores

Biller

Meißner

et al. 2021

Preprint

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show abstract

“…Unfortunately, the campaign for delayed school start time in South Korea only transiently increased sleep duration. It was not sustained because adolescent students still had too many extracurricular activities, homework, and private tutoring activities after school [46]. Therefore, further interventions should focus on strategies for the improvement of public education to reduce private tutoring activities.…”

Section: Discussionmentioning

confidence: 99%

Relationships between Extra-School Tutoring Time, Somatic Symptoms, and Sleep Duration of Adolescent Students: A Panel Analysis Using Data from the Korean Children and Youth Panel Survey

Noh

Kim

Cheon

et al. 2020

IJERPH

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As private tutoring has expanded worldwide, it has been noted that private tutoring and associated emotional distress can affect sleep duration and the health of adolescent students. However, the relationships between extra-school tutoring time, somatic symptoms, defined as physical symptoms of emotional distress, and sleep duration in adolescents has rarely been determined. The aim of this study was to identify these relationships in adolescent students. Data from the Korean Children and Youth Panel Survey were analyzed to address the research questions. Weekday sleep duration, extra-school tutoring time, and somatic symptoms were measured using adolescents’ self-report questionnaires. A multilevel, structural equation model was utilized to test the relationships between these variables and was deemed appropriate considering the repeated measure of the panel data. After controlling for respondent sex, parent working status and education level, and family structure, adolescents’ extra-school tutoring time and level of somatic symptoms were associated with sleep duration during weekdays. Furthermore, the association between extra-school tutoring time and sleep duration was partially mediated by somatic symptoms. Korean adolescent students slept less than the recommended duration. Intervention programs that increase parental interest and attention in adolescent students’ lives, not only focused on academic achievement but also emotional distress is needed. Researchers and policymakers should understand recommended age-appropriate sleep duration and the educational culture and provide balanced strategies between the consideration of the effect of private education on academic achievement and the need to guarantee physical and mental health in adolescent students.

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“…Different methodological approaches in each study could explain these contradictory results. Another potential reason could be linked to the possibility that delayed wake-up time allowed adolescents to progressively shift their bedtime as well, as observed in a recent follow-up study by Rhie and colleagues [118]. Their observational study demonstrated a transient increase in sleep duration with a reduction of the initial effect over time parallel to a delayed circadian cycle.…”

Section: Limitations and Future Directionsmentioning

confidence: 98%

“…As previously described, it seems evident the phenomenon of weekend oversleeping due to progressive deprivation accumulated during weeknights in teenagers. The nature of changes following the delayed school time program suggests that sleep debt during weeknights is reduced in the intervention group [109,110,[116][117][118].…”

Section: Benefits and Challenges Of Delayed School Start Timesmentioning

confidence: 99%

Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population

Alfonsi

Scarpelli

D’Atri

et al. 2020

IJERPH

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The crucial role of sleep in physical and mental health is well known, especially during the developmental period. In recent years, there has been a growing interest in examining the relationship between sleep patterns and school performance in adolescents. At this stage of life, several environmental and biological factors may affect both circadian and homeostatic regulation of sleep. A large part of this population does not experience adequate sleep, leading to chronic sleep restriction and/or disrupted sleep-wake cycles. Studies investigating the effects of different sleep-wake schedules on academic achievement showed that impaired sleep quality and quantity are associated with decreased learning ability and compromised daytime functioning. This review focuses on the most recent studies that evaluated the effects of modified school start time on sleep patterns and related outcomes. Moreover, based on the available empirical evidence, we intend to propose a direction for future studies targeted to implement prevention or treatment programs by modifying sleep timing.

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Effects of school time on sleep duration and sleepiness in adolescents

Cited by 16 publications

References 24 publications

School start times and academic achievement - a systematic review on grades and test scores

School start times and academic achievement - a systematic review on grades and test scores

Relationships between Extra-School Tutoring Time, Somatic Symptoms, and Sleep Duration of Adolescent Students: A Panel Analysis Using Data from the Korean Children and Youth Panel Survey

Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population

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