Effect of Delaying High School Start Time on Teen Physical Activity, Screen Use, and Sports and Extracurricular Activity Participation: Results From START.

Background: We aimed to characterize relationships between delayed high school start time policy, which is known to lengthen school night sleep duration, and patterns in activity outcomes: physical activity, non-school electronic screen time (non-schoolwork), and sports and extracurricular activity among adolescents.

Methods: We used data from the START study, a multi-site evaluation of a natural experiment, assessing the effects of a school start time policy change in high schools in the Minneapolis, Minnesota metropolitan area. The study follows students in 2 schools that shifted to a later start time (8:20 or 8:50 am) after baseline year and 3 schools that maintained a consistent, early start time (7:30 am) over the 3-year study period.

Instructional approach, sleep, and perceived academic well-being in adolescents during COVID-19: Evidence from the NESTED study.

Objectives: At the peak of COVID-19, adolescent life was disrupted as schools adapted their instructional approaches such as online, in-person, or hybrid instruction. We and others have previously commented on how these shifts facilitated longer, later and (more developmentally appropriate) sleep. Here, we report how sleep contributed to associations between remote instruction and broader academic well-being (e.

The associations between instructional approach, sleep characteristics and adolescent mental health: Lessons from the COVID-19 pandemic.

Objectives: To test whether adolescents' mental health during the COVID-19 pandemic is associated with the combination of their instructional approach(es) and their sleep patterns.

Design: Cross-sectional.

Setting: Adolescents were recruited through social media outlets in October and November 2020 to complete an online survey.

Impact of delaying high school start times on weight and related behaviors - the START study.

In the US, few adolescents get adequate school night sleep, largely due to early school start times. In the START study we aimed to test the following hypothesis: That following the implementation of later high school start times students have lesser longitudinal increases in body mass index (BMI) and shift to more healthful weight-related behaviors relative to students attending schools that retain early start times. The study enrolled a cohort of students (n = 2426) in five high schools in the Twin Cities, MN metro.

The impact of delayed school start time on adolescent beverage consumption, findings from the START study.

Objectives: We sought to examine the effects of high school start time delay, a proven sleep-promoting intervention, on sugary beverage (SB) consumption among U.S. adolescents.

Drowsy driving and teen motor vehicle crashes: Impact of changing school start times.

Introduction: Motor vehicle crashes (MVC) are the second leading cause of death for adolescents in the United States, with drowsy driving a major contributing factor. Early school start times have been identified as a significant factor that reduces adolescent sleep duration, which in turn contributes to drowsy driving and MVC. This paper examined the longitudinal impact of delaying secondary school start times on self-reported student drowsy driving and teen MVC.

Biology vs. ecology: a longitudinal examination of sleep, development, and a change in school start times.

Background: Secondary school start times are associated with student sleep and daytime functioning; however, no study examining this association has included linked longitudinal data for both primary and secondary students. To understand the interplay between biology (ie, normal developmental changes in sleep) and ecology (ie, school start times), this study examined sleep and daytime functioning in elementary/primary and secondary school students over a three-year period that included changes to school start times.

Methods: Students (grades 3-10, n = 6168) and parents (for student grades Kindergarten-2, n = 2772) completed annual surveys before (pre-change) and for two-years after (post-change, follow-up) implementation of new school start times (elementary/primary: 60 min earlier, secondary: 50-80 min later).

Adolescent sleep health and school start times: Setting the research agenda for California and beyond. A research summit summary.

In fall 2019, California passed and signed into law SB328, the first US statewide legislation explicitly designed to protect adolescent sleep health by requiring most California public school districts to start no earlier than 8:00 AM for middle schools and 8:30 AM for high schools. Recognizing the unique opportunity presented by the bill's 3-year implementation period, a group of experts in adolescent sleep and school start times held a virtual summit on January 22-23, 2021 to (1) summarize the research on adolescent sleep and school start time change; (2) develop recommendations for relevant, refined, and innovative research areas and research questions; (3) provide input regarding research design, methodology, and implementation; and (4) offer a forum for networking, exchanging ideas, and establishing interdisciplinary research collaborations. Participants represented a multidisciplinary range of academic backgrounds including sleep and circadian biology, neuroscience, education, medicine, public health, mental health, safety, public policy, economics, implementation science, criminology, diversity studies, and science communication.

Impact of changing school start times on parent sleep.

Objective: To examine the impact of changing school start times on sleep in parents of students in elementary, middle, and high school.

Methods: Annual surveys were completed by parents of K-12 students (n = 8190-10,592 per year) before (pre-change) and for 2 years (post-change, follow-up) after implementation of new school start times (elementary school [ES]: 60 minutes earlier, middle school [MS]: 40-60 minutes later, high school [HS]: 70 minutes later), providing parent self-reported weekday bedtime and wake time, sleep quality, and feeling tired.

Results: Significant level-by-year interactions were found for parent bedtime, wake time, and sleep duration (all p < .

Weekend night vs. school night sleep patterns, weight status, and weight-related behaviors among adolescents.

Objective: In this study, we examine associations between objectively measured weekend night vs. school night sleep patterns, weight status, and weight-related behaviors among adolescents.

Design: Cross-sectional study.

COVID-19 instructional approaches (in-person, online, hybrid), school start times, and sleep in over 5,000 U.S. adolescents.

Study Objectives: To examine associations among instructional approaches, school start times, and sleep during the COVID-19 pandemic in a large, nationwide sample of U.S. adolescents.

Association of Delaying School Start Time With Sleep-Wake Behaviors Among Adolescents.

Purpose: Few adolescents spend enough time asleep on school nights. This problem could be addressed by delaying high school start times, but does this translate to reduced prevalence of sleep-wake problems like awakening too early or feeling sleepy during the day?

Methods: The START study (n = 2,414) followed a cohort of students from five Minnesota high schools to evaluate impacts of school start time delays. Participants were enrolled in ninth grade (Baseline) when all schools started early (7:30 or 7:45 a.

Changing school start times: impact on sleep in primary and secondary school students.

Study Objectives: To examine the impact of changing school start times on sleep for primary (elementary school: ES) and secondary (middle and high school: MS/HS) students.

Methods: Students (grades 3-12) and parents (grades K-12) were surveyed annually, before and for 2 years after school start time changes (ES: 60 min earlier, MS: 40-60 min later; HS: 70 min later). Student sleep and daytime sleepiness were measured with school-administered student surveys and parent-proxy online surveys.

Association of Delaying School Start Time With Sleep Duration, Timing, and Quality Among Adolescents.

Importance: Sleep is a resource that has been associated with health and well-being; however, sleep insufficiency is common among adolescents.

Objective: To examine how delaying school start time is associated with objectively assessed sleep duration, timing, and quality in a cohort of adolescents.

Design, Setting, And Participants: This observational cohort study took advantage of district-initiated modifications in the starting times of 5 public high schools in the metropolitan area of Minneapolis and St Paul, Minnesota.

The START study: An evaluation to study the impact of a natural experiment in high school start times on adolescent weight and related behaviors.

Background: Research has shown that early high school start times, which are asynchronous with adolescent biology, are one of the most significant obstacles to youth being able to net sufficient sleep. Given that adolescence is a critical period that sets the stage for long-term obesity risk behavior patterns, there is an need to understand the obesity-related implications of increased sleep as a result of intervention and policy changes.

Methods: We evaluated a community-based natural experiment in school start time policy modification when several Minneapolis-St.

Correlates of short sleep duration among adolescents.

Introduction: Short sleep duration is exceedingly common among adolescents and has implications for healthy youth development. We sought to document associations between adolescents' sleep duration and characteristics of their schedules, behaviors, and wellbeing.

Methods: We used data from the baseline wave (9th grade year) of the START study, a cohort of 2134 students in five Minnesota high schools to assess how self-reported sleep duration was associated with the prevalence of time-use characteristics (i.

Sleep Duration and Weight-Related Behaviors among Adolescents.

Insufficient sleep is widespread among adolescents and has consequences that extend far beyond hampering day-to-day functioning. It may influence eating and physical activity patterns and be an important determinant of adolescent overweight/obesity status. We assessed how self-reported sleep duration on school nights was associated with weight-related behaviors (eating, diet, and physical activity) and overweight/obesity at the baseline wave (ninth grade year) of the START study ( = 2134).

Self-report surveys of student sleep and well-being: a review of use in the context of school start times.

A large body of literature supports the need to delay high school starting times to improve student health and well-being by allowing students an opportunity to get sufficient and appropriately timed sleep. However, a dearth of uniform and standardized tools has hampered efforts to collect data on adolescent sleep and related health behaviors that might be used to establish a need for, or to evaluate outcomes of, bell time delays. To assess validated tools available to schools and contrast them with tools that schools have actually used, we identified and reviewed published, validated self-report surveys of adolescent sleep and well-being, as well as unpublished surveys, used to assess student sleep and related health measures in US high schools considering later high school start times.

School start time effects on adolescent learning and academic performance, emotional health and behaviour.

Purpose Of Review: The investigation of the relationship between the time of day that school begins and the effects it could have on students began in the mid-1990s. Since that time, many articles have been written either for the medical literature or the educational literature. This review is intended to bridge that gap by examining together the findings for both academic and health outcomes, exploring what we know and what is needed in further investigation.

Relationships between school start time, sleep duration, and adolescent behaviors.

Objectives: The objectives were 2-fold: (1) to examine how high school start times relate to adolescent sleep duration, and (2) to test associations between sleep duration and mental health- and substance use-related issues and behaviors in teens.

Design: This study examines selected questions from survey data collected between 2010 and 2013 high school students.

Setting: Respondents included more than 9000 students in grades 9 to 12 in 8 high schools in 5 school districts across the United States.

Children's perceived benefits and barriers in relation to eating breakfast in schools with or without Universal School Breakfast.

Objective: The purpose of this study was to identify and compare perceived benefits and barriers related to breakfast consumption and concerns about weight among children in schools with or without a Universal School Breakfast Program (USBP).

Design: Teacher-administered survey at the end of a 3-year pilot program.

Subjects/settings: Fourth-, fifth-, and sixth-grade students in six USBP pilot schools (n = 827) and four control schools (n = 615).