Variable School Start Times and Middle School Student's Sleep Health and Academic Performance

Lewin, Daniel; Wang, Guanghai; Chen, Yao I.; Skora, Elizabeth; Hoehn, Jessica; Baylor, Allison; Wang, Jichuan

doi:10.1016/j.jadohealth.2017.02.017

Cited by 31 publications

(36 citation statements)

References 33 publications

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“…Seven of the 17 studies (Anderson et al, 2009;Asarnow et al, 2014;Dewald-Kaufmann et al, 2013;Gradisar et al, 2008;Hysing et al, 2016;Lewin et al, 2017;Ming et al, 2011) looked at the association between imposed sleep restriction, rather than simply reduced sleep. For most, this was through questionnaire items only (Asarnow et al, 2014;Dewald-Kaufmann et al, 2013;Gradisar et al, 2008;Hysing et al, 2016;Lewin et al, 2017;Ming et al, 2011), although one study (Anderson et al, 2009) used an objective measurement of sleep, actigraphy, in combination with sleep diaries to measure sleep over approximately a week rather than asking about typical habitual sleep.…”

Section: Sleep Restrictionmentioning

confidence: 99%

“…Eight of the studies (Asarnow et al, 2014;Beebe et al, 2010;Dewald-Kaufmann et al, 2013;Huang et al, 2016;Hysing et al, 2016;Lewin et al, 2017;Lo, Bennion, et al, 2016;Ming et al, 2011) examined outcome variables closely related to school performance. Five of these studies (Asarnow et al, 2014;Dewald-Kaufmann et al, 2013;Hysing et al, 2016;Lewin et al, 2017;Ming et al, 2011) looked at school grades as an outcome variable of interest for this review, with one of these five also considering homework completion (Lewin et al, 2017). One study (Beebe et al, 2010) had quiz performance following an educational film in a simulated classroom and two studies used activities similar to what an adolescent might be expected to do in school: learning vocabulary (Huang et al, 2016) and learning a passage of prose (Lo, Bennion, et al, 2016).…”

Section: School Performance and Learningmentioning

confidence: 99%

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The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review

Hayes

Bainton

2020

School Psychology International

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This systematic literature review examines the relationship between restricted and reduced sleep and school performance, learning and cognitive functioning in typically developing adolescents. Correlational and experimental data were evaluated from 17 studies which included participants ranging from 11 to 19 years in studies from seven countries around the world. The review found that there is evidence that restricted and reduced sleep is negatively associated with school performance and cognitive outcomes, although the findings were mixed. Implications for psychologists working with schools are discussed. More research and evaluation is needed to establish how these factors relate to each other conclusively.

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Section: Sleep Restrictionmentioning

confidence: 99%

Section: School Performance and Learningmentioning

confidence: 99%

The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review

Hayes

Bainton

2020

School Psychology International

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“…Later school start times have been proposed as a strategy to reduce the adolescents' sleep restriction (Lewin et al 2017). On the other hand, in 2016, Minges and Redeker, in a systematic review, claim that there has been no systematic synthesis of the evidence on the effects of this practice.…”

Section: School Schedules Changesmentioning

confidence: 99%

“…A considerable number of studies have shown that later school start times (SST) are associated with positive student outcomes: improvements in academic performance, mental and physical health and public safety (Hafner et al 2017). Students with SST before 7:45 A.M. can be exposed to an increased risk of sleep duration curtailment, poorer academic performance and academic effort (Lewin et al 2017).…”

Section: School Schedules Changesmentioning

confidence: 99%

Adolescents’ sleep/wake patterns and school schedules: towards flexibility

Louzada

Pereira

2018

Biological Rhythm Research

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In the literature, two main trends may be identified in the countermeasures associated to adolescents' sleep restriction: sleep education and changes in the school starting times. However, school educational programs have been able to increase knowledge about sleep, which did not necessarily result in behavioral changes. Later school start times have been proposed as a strategy to reduce the adolescents' sleep restriction but there is no consensus about the change. Longitudinal studies in adolescent populations are urgently needed in order to determine the efficacy of interventions aiming at a change in school starting times. Academic, behavioural, health and wellbeing variables could be monitored for an extensive period before and after implementing the new school schedule options, thereby enabling a within-subject experimental design. It is no longer acceptable to impose the 'one size fits all' approach on the school start times.

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“…On nonfree days, when there are socially determined schedules including classes or work in the early morning, wake-up time tends to be earlier compared with the time on free days for individuals with a later phase in the circadian clock on free days, or greater evening preference for activity timing. This means that their relative sleep timing on weekdays tend to be earlier compared with those of individuals with an earlier phase in the circadian clock on free days [30]. Partly because of this relationship, it has remained unclear whether sleep timing on weekends and the relative sleep timing on weekdays are independently associated with the amounts of habitual food intakes.…”

Section: Discussionmentioning

confidence: 99%

Association between objectively measured sleep timing and habitual dietary intake in university students A cross-sectional study

Yoshizaki¹,

Togo²

2020

Preprint

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Background Previous studies suggest that the forced changes in sleep timing and chronotype may be associated with dietary intake. However, no studies have examined associations between objectively measured sleep timing on weekdays and weekends and habitual dietary intake. This study aimed to investigate the associations among university students. Methods All the 35 healthy university students included in this study were asked to undertake a 7-day wrist activity recording, and to record the bedtimes and wake-up times. All the participants also completed a self-administered questionnaire during the recording period that included demographic characteristics, habitual dietary intakes, and morningness-eveningness. Dietary intakes over the previous 1 month were evaluated using a self-reported dietary history questionnaire (DHQ). The Japanese version of the Morningness-Eveningness Questionnaire (MEQ) was used to measure the self-rated morningness-eveningness. The score for adherence to the Japanese Food Guide Spinning Top (food guide score) was calculated from the results of the DHQ to assess the diet quality. Nocturnal sleep timing on each night was estimated from the recorded wrist activity. Results Multivariate linear regression showed that a later sleep timing on weekends was significantly (p < 0.05) associated with lower intakes of pulses (β = −0.416) and dairy products (β = −0.396) and a lower food guide score (β = −0.386), while the relative sleep timing on weekdays was not (p > 0.05). Multivariate linear regression also showed that an earlier relative sleep timing on weekdays was significantly (p < 0.05) associated with a lower intake of cereals (β = 0.548) and a higher intake of sugar and confectioneries (β = −0.461), while the sleep timing on weekends was not (p > 0.05). Conclusions The results suggest that later sleep timing on weekends and earlier relative sleep timing on weekdays may be independently associated with unfavorable food intake in young adults. These findings have important implications for the development of novel strategies for improving dietary intakes and for preventing lifestyle-related diseases.

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Variable School Start Times and Middle School Student's Sleep Health and Academic Performance

Cited by 31 publications

References 33 publications

The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review

The impact of reduced sleep on school related outcomes for typically developing children aged 11–19: A systematic review

Adolescents’ sleep/wake patterns and school schedules: towards flexibility

Association between objectively measured sleep timing and habitual dietary intake in university students A cross-sectional study

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