School Start Times and the Sleep–Wake Cycle of Adolescents

Kirby, Matthew; Maggi, Stefania

doi:10.3102/0013189x11402323

Cited by 56 publications

(13 citation statements)

References 24 publications

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“…School start time has been recognized as an important factor in understanding the sleep of adolescents (see Kirby et al 2011; Owens and Adolescent Sleep Working Group 2014, for reviews). 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).…”

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

154

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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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

154

130

View full text Add to dashboard Cite

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“…Adolescents tend towards evening types, therefore, though this change is more marked in some than others and occurs at a slightly earlier age in girls, possibly due to their earlier onset of puberty [65]. The sleep restriction that is experienced during weekdays causes concern with regard to school performance, particularly when school starts early in the morning and the degree of eveningness of an individual is marked [66-71]. …”

Section: Reviewmentioning

confidence: 99%

“…If this exogenous factor were important, then curtailing evening activities and retiring earlier would provide a suitable remedy; but if the driving force behind the change were neurologically or hormonally-based (and internally-based), then advising earlier retiring times would be ineffective. Whatever the cause, recommendations that school hours and examination times should be delayed are common [66,68,70,71]. …”

Section: Reviewmentioning

confidence: 99%

Daily rhythms of the sleep-wake cycle

Waterhouse

Fukuda

Morita

2012

J Physiol Anthropol

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The amount and timing of sleep and sleep architecture (sleep stages) are determined by several factors, important among which are the environment, circadian rhythms and time awake. Separating the roles played by these factors requires specific protocols, including the constant routine and altered sleep-wake schedules. Results from such protocols have led to the discovery of the factors that determine the amounts and distribution of slow wave and rapid eye movement sleep as well as to the development of models to determine the amount and timing of sleep. One successful model postulates two processes. The first is process S, which is due to sleep pressure (and increases with time awake) and is attributed to a 'sleep homeostat'. Process S reverses during slow wave sleep (when it is called process S'). The second is process C, which shows a daily rhythm that is parallel to the rhythm of core temperature. Processes S and C combine approximately additively to determine the times of sleep onset and waking. The model has proved useful in describing normal sleep in adults. Current work aims to identify the detailed nature of processes S and C. The model can also be applied to circumstances when the sleep-wake cycle is different from the norm in some way. These circumstances include: those who are poor sleepers or short sleepers; the role an individual's chronotype (a measure of how the timing of the individual's preferred sleep-wake cycle compares with the average for a population); and changes in the sleep-wake cycle with age, particularly in adolescence and aging, since individuals tend to prefer to go to sleep later during adolescence and earlier in old age. In all circumstances, the evidence that sleep times and architecture are altered and the possible causes of these changes (including altered S, S' and C processes) are examined.

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“…Sleep loss, in turn, impairs academic performance and also elevates risks of obesity, depression, and drug abuse. The biological mechanisms through which early starts increase health risks and lower performance are well-established (Carrell et al, 2011; Kirkby et al, 2011; Kelley et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

Identifying the Best Times for Cognitive Functioning Using New Methods: Matching University Times to Undergraduate Chronotypes

Evans

Kelley

2017

Front. Hum. Neurosci.

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University days generally start at fixed times in the morning, often early morning, without regard to optimal functioning times for students with different chronotypes. Research has shown that later starting times are crucial to high school students' sleep, health, and performance. Shifting the focus to university, this study used two new approaches to determine ranges of start times that optimize cognitive functioning for undergraduates. The first is a survey-based, empirical model (SM), and the second a neuroscience-based, theoretical model (NM). The SM focused on students' self-reported chronotype and times they feel at their best. Using this approach, data from 190 mostly first and second year university students were collected and analyzed to determine optimal times when cognitive performance can be expected to be at its peak. The NM synthesized research in sleep, circadian neuroscience, sleep deprivation's impact on cognition, and practical considerations to create a generalized solution to determine the best learning hours. Strikingly the SM and NM results align with each other and confirm other recent research in indicating later start times. They add several important points: (1) They extend our understanding by showing that much later starting times (after 11 a.m. or 12 noon) are optimal; (2) Every single start time disadvantages one or more chronotypes; and (3) The best practical model may involve three alternative starting times with one afternoon shared session. The implications are briefly considered.

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School Start Times and the Sleep–Wake Cycle of Adolescents

Cited by 56 publications

References 24 publications

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

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

Daily rhythms of the sleep-wake cycle

Identifying the Best Times for Cognitive Functioning Using New Methods: Matching University Times to Undergraduate Chronotypes

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