Sleep Duration and Injury-Related Risk Behaviors Among High School Students — United States, 2007–2013

Wheaton, Anne G.; Olsen, Emily O’Malley; Miller, Gabrielle F.; Croft, Janet B.

doi:10.15585/mmwr.mm6513a1

Cited by 110 publications

(71 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sleep plays a vital role in adolescents' physical and mental health, and performance [28][29][30], and the American Academy for Sleep Medicine recommends 8-10 hours of sleep on a regular basis for adolescents aged 13 to 18 to promote optimal health [31]. Our findings suggest that adolescents' chronotypes are on average too late for school start times before 8:30 a.m., i.e., many may not be able to advance their sleep enough to get sufficient sleep, which is in line with another CDC report showing that 68.8% of US high school students sleep less than 8h during an average school night [32]. Evidence is mounting that one simple and effective (yet not the only) way to benefit adolescent sleep is to delay school start times [33].…”

Section: Adolescents Are On Average the Latest Chronotypessupporting

confidence: 88%

0158 Chronotypes in the Us - Influence of Age and Sex

Fischer

Lombardi

Wellman-Marucci

et al. 2017

Sleep

View full text Add to dashboard Cite

An individual's chronotype reflects how the circadian system embeds itself into the 24-h day with rhythms in physiology, cognition and behavior occurring accordingly earlier or later. In view of an increasing number of people working at unusual times and linked health and safety risks, the wide range in human chronotypes may provide opportunities to allow people to work (and sleep) at times that are in synch with their circadian physiology. We aimed at estimating the distribution of chronotypes in the US population by age and sex. Twelve years (2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) of pooled diary data from the American Time Use Survey were used to calculate chronotype based on mid-point of sleep on weekends (MSF We , n = 53,689). We observed a near-normal distribution overall and within each age group. The distribution's mean value is systematically different with age, shifting later during adolescence, showing a peak in 'lateness' at~19 years, and shifting earlier thereafter. Men are typically later chronotypes than women before 40, but earlier types after 40. The greatest differences are observed between 15 and 25 for both sexes, equaling more than 50% of the total chronotype difference across all age groups. The variability in chronotype decreases with age, but is generally higher in males than females. This is the first study to estimate the distribution and prevalence of individual chronotypes in the US population based on a large-scale, nationally representative sample. Our finding that adolescents are on average the latest chronotypes supports delaying school start times to benefit their sleep and circadian alignment. The generally wide range in chronotypes may provide opportunities for tailored work schedules by matching external and internal time, potentially decreasing long-and shortterm health and safety risks.

show abstract

Section: Adolescents Are On Average the Latest Chronotypessupporting

confidence: 88%

0158 Chronotypes in the Us - Influence of Age and Sex

Fischer

Lombardi

Wellman-Marucci

et al. 2017

Sleep

View full text Add to dashboard Cite

show abstract

“…41,43 However, national data for 2013 show that US high school students reported that 68.4% slept 7 h or less on school nights whereas only 23.2% slept 8 h, 6.0% slept 9 h, and 2.4% slept 10 h or more. 3 In 2014, the American Academy of Pediatrics recommended that high schools and middle schools aim for start times of 08:30 or later to allow students the opportunity to achieve optimal hours of sleep and to improve physical and mental health, academic performance, safety, and quality of life. 27 In the same year, the School Health Policies and Practices Study reported that 82.8% of middle schools and 92.7% of high schools started before 08:30.…”

Section: Discussionmentioning

confidence: 99%

“…2 The most recent national data from the Youth Risk Behavior Surveillance System show that only 31.6% of students in grades 9 through 12 got sufficient sleep (defined as 8 h or more of sleep on an average school night) in 2013, with no improvement since the first national data was collected in 2007. 3 Therefore, a wide gap exists between healthy sleep practices and achievement in an unacceptable proportion of our school-aged youth.…”

Section: Introductionmentioning

confidence: 99%

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn

Morgenthaler

Hashmi

Croft

et al. 2016

Journal of Clinical Sleep Medicine

Self Cite

View full text Add to dashboard Cite

Study Objectives: Several organizations have provided recommendations to ensure high school starts no sooner than 08:30. However, although there are plausible biological reasons to support such recommendations, published recommendations have been based largely on expert opinion and a few observational studies. We sought to perform a critical review of published evidence regarding the effect of high school start times on sleep and other relevant outcomes. Methods: We performed a broad literature search to identify 287 candidate publications for inclusion in our review, which focused on studies offering direct comparison of sleep time, academic or physical performance, behavioral health measures, or motor vehicular accidents in high school students. Where possible, outcomes were combined for meta-analysis. Results: After application of study criteria, only 18 studies were suitable for review. Eight studies were amenable to meta-analysis for some outcomes. We found that later school start times, particularly when compared with start times more than 60 min earlier, are associated with longer weekday sleep durations, lower weekday-weekend sleep duration differences, reduced vehicular accident rates, and reduced subjective daytime sleepiness. Improvement in academic performance and behavioral issues is less established. Conclusions:The literature regarding effect of school start time delays on important aspects of high school life suggests some salutary effects, but often the evidence is indirect, imprecise, or derived from cohorts of convenience, making the overall quality of evidence weak or very weak. This review highlights a need for higher-quality data upon which to base important and complex public health decisions. Keywords: high school, sleep start time, timing Citation: Morgenthaler TI, Hashmi S, Croft JB, Dort L, Heald JL, Mullington J. High school start times and the impact on high school students: what we know, and what we hope to learn.

show abstract

“…With both approaches, the average school-night total sleep time for the youngest adolescents was about 8.4 h and about 6.9 h in the high school seniors. A more recent report from the Center for Disease Control using data from the Youth Behavior Risk Surveillance Data from 2007, 2009, 2011, and 2014 (N = 50,370 US students) found that two thirds of students in grades 9 to 12 reported 7 h or less sleep on school nights 6 . Trends are similar in other countries and circumstances appear worst for adolescents living in Southeast Asia.…”

Section: Adolescent Sleep Behaviormentioning

confidence: 99%

Sleep in adolescence: Physiology, cognition and mental health

Tarokh

Saletin

Carskadon

2016

Neuroscience & Biobehavioral Reviews

326

227

View full text Add to dashboard Cite

Sleep is a core behavior of adolescents, consuming up to a third or more of each day. As part of this special issue on the adolescent brain, we review changes to sleep behaviors and sleep physiology during adolescence with a particular focus on the sleeping brain. We posit that brain activity during sleep may provide a unique window onto adolescent cortical maturation and compliment waking measures. In addition, we review how sleep actively supports waking cognitive functioning in adolescence. Though this review is focused on sleep in healthy adolescents, the striking comorbidity of sleep disruption with nearly all psychiatric and developmental disorders (for reviews see 1,2) further highlights the importance of understanding the determinants and consequences of adolescent sleep for the developing brain. Figure 1 illustrates the overarching themes of our review, linking brain development, sleep development, and behavioral outcomes.

show abstract

Sleep Duration and Injury-Related Risk Behaviors Among High School Students — United States, 2007–2013

Cited by 110 publications

References 9 publications

0158 Chronotypes in the Us - Influence of Age and Sex

0158 Chronotypes in the Us - Influence of Age and Sex

High School Start Times and the Impact on High School Students: What We Know, and What We Hope to Learn

Sleep in adolescence: Physiology, cognition and mental health

Contact Info

Product

Resources

About