The Impact of School Daily Schedule on Adolescent Sleep

Hansen, Martha; Janssen, İmke; Schiff, Adam; Zee, Phyllis C.; Dubocovich, Margarita L.

doi:10.1542/peds.2004-1649

Cited by 254 publications

(200 citation statements)

References 24 publications

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“…Fourth, any form of self-reported sleep timing is likely to be less accurate than an objective approach to measurement of sleep timing, such as actigraphy (Sadeh, Raviv, & Gruber, 2000). The fact that our average sleep hours are longer than those typically found with actigraphy in children (Sadeh et al, 2003) and adolescents (Hansen, Janssen, Schiff, Zee, & Dubocovich, 2005) suggests that our measure may capture some time in bed during which children are not sleeping.…”

Section: Discussionmentioning

confidence: 91%

Sleep timing and quantity in ecological and family context: A nationally representative time-diary study.

Adam¹,

Snell²,

Pendry³

2007

Journal of Family Psychology

309

304

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Associations between demographic characteristics, school schedules, activity choices, family functioning, and sleep behaviors were estimated using nationally representative time-diary data from 2,454 children (ages 5.5 to 11.9 years) and adolescents (ages 12.0 to 19.1 years). For weekdays, African American adolescents, Asian children, and those with earlier school start times and longer travel times to school reported fewer sleep hours. More time spent watching television (for children), doing homework (for adolescents), and engaging in religious activities predicted fewer hours, whereas a longer time spent on meals predicted greater hours of weekday sleep. For younger children, greater parental warmth predicted more hours of weekday sleep, whereas for adolescents, stricter household rules were protective. On weekends, African American adolescents and Hispanic children slept less, and there were strong effects of activity choices including time spent on television, computer and videogames, sports, religious activities, socializing, and employment. In accounting for age-related decreases in sleep hours from childhood to adolescence, earlier school start times, greater hours of homework, greater paid employment, less time spent on meals, and fewer household rules were all significant mediators.

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Section: Discussionmentioning

confidence: 91%

Sleep timing and quantity in ecological and family context: A nationally representative time-diary study.

Adam¹,

Snell²,

Pendry³

2007

Journal of Family Psychology

309

304

View full text Add to dashboard Cite

show abstract

“…In fact, while this article and Special Issue were being prepared, the American Academy of Pediatrics released a policy statement recommending that middle and high schools delay the start of class to 8:30 a.m. or later (American Academy of Pediatrics 2014). A sizeable body of research finds earlier school start times to be associated with adolescents obtaining less sleep, exhibiting increased daytime sleepiness, and being more frequently tardy to school (Carrell et al 2011;Carskadon et al 1998;Dexter et al 2003;Edwards 2012;Hansen et al 2005;Owens et al 2010;Wahlstrom et al 2014;Wolfson et al 2007;Zhou et al 2012). Lufi et al (2011) showed that middle school students showed improved attention and decreased impulsivity when school start time was delayed by 1 h. Owens et al (2010) also found that adolescents showed improved mood and greater motivation after a later school start time was implemented.…”

Section: School Start Timementioning

confidence: 99%

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

Becker

Langberg

Byars

2015

J Youth Adolescence

157

130

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Sleep problems in adolescence have been identified as an international public health issue. Over the past few decades, notable advances have been made in our understanding of the patterns and consequences of sleep in adolescence. Despite these important gains, there is much about the role of sleep in adolescence that remains to be understood. This Special Issue brings together studies that examine sleep as it specifically pertains to adolescent development and adjustment. In this introductory article, we argue for the importance of grounding the study of sleep and adolescence in developmental science and a developmental psychopathology framework. First, a review of the literature is used to outline a biopsychosocial and contextual model of sleep in adolescence. Second, attention-deficit/hyperactivity disorder (ADHD) is used as an exemplar of the proposed model given the pervasiveness of sleep problems among youth with ADHD and the likelihood that sleep problems and ADHD symptoms are interconnected in complex ways. Finally, a brief introduction to the empirical articles included in the Special Issue is provided, with particular attention given to how these articles fit within the proposed biopsychosocial and contextual model. Along with the framework proposed in this article, the studies included in this Special Issue advance the current literature and point to critical directions for future research.

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“…Students typically arrive sleepy for morning classes. The physiological inertia of sleep states that lingers during waking and the major changes in sleep regulation during adolescence 23 may explain why so many teenagers are ill prepared for learning early in the morning 24 .…”

Section: R E V I E Wmentioning

confidence: 99%