scholarly journals The Relationship of School Start Times, Sleep Duration and Mental Health among a Representative Sample of High School Students in Colorado, 2019

2021 ◽  
Vol 18 (11) ◽  
pp. 5708
Author(s):  
Lucas M. Neuroth ◽  
Ming Ma ◽  
Ashley Brooks-Russell ◽  
Motao Zhu
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
School Students ◽  
Start Time ◽  
Early Start ◽  
Student Mental Health ◽  
School Start Times ◽  
Late Start

This cross-sectional study utilized responses from 46,537 students enrolled in grades 9 through 12 in 166 high schools across the state of Colorado via the 2019 Healthy Kids Colorado Survey to: (1) quantify the association between high school start times and student sleep duration and (2) investigate the associations between school start times and student mental health. Descriptive and bivariate analyses were used to investigate associations between school start times and self-reported demographic, sleep, and mental health factors. Survey-weighted multivariate regression modeling was used to investigate associations between school start times, sleep duration, and mental health. Schools with late start times (≥8:30 a.m.) saw 32.2% (95% Confidence Interval: 29.5–35.0) of students sleeping 8 h or more relative to 23.2% (22.0–24.4) in schools with very early start times (<8:00 a.m.). For every 15 min later school start time, students’ sleep duration was 4.6 (3.4–5.9) min longer. Students attending schools with very early start times had 1.10 (0.95–1.27) times the odds of attempting suicide compared to those attending schools with later start times, while students at schools with early starts (8:00–8:29 a.m.) were associated with 1.11 (0.98–1.27) times the odds. Schools with later school start times had a statistically significantly higher proportion of students sleeping 8+ hours. Schools with start times before 8:30 a.m. had 10–11% higher odds of students attempting suicide compared to schools with late start times, though these differences were not statistically significant. Student mental health should continue to be investigated when assessing the potential impacts of delayed school start times.

scholarly journals Sleepmore in Seattle: Later school start times are associated with more sleep and better performance in high school students

2018 ◽  
Vol 4 (12) ◽  
pp. eaau6200 ◽  
Author(s):  
Gideon P. Dunster ◽  
Luciano de la Iglesia ◽  
Miriam Ben-Hamo ◽  
Claire Nave ◽  
Jason G. Fleischer ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Quantitative Data ◽  
Research Study ◽  
School Students ◽  
Start Time ◽  
Adolescent Sleep ◽  
Single Intervention ◽  
School Start Times

Most teenagers are chronically sleep deprived. One strategy proposed to lengthen adolescent sleep is to delay secondary school start times. This would allow students to wake up later without shifting their bedtime, which is biologically determined by the circadian clock, resulting in a net increase in sleep. So far, there is no objective quantitative data showing that a single intervention such as delaying the school start time significantly increases daily sleep. The Seattle School District delayed the secondary school start time by nearly an hour. We carried out a pre-/post-research study and show that there was an increase in the daily median sleep duration of 34 min, associated with a 4.5% increase in the median grades of the students and an improvement in attendance.

SCHOOL START TIME CHANGE, SLEEP DURATION, AND DRIVING ACCIDENTS IN HIGH SCHOOL STUDENTS

CHEST Journal ◽  
2019 ◽  
Vol 155 (4) ◽  
pp. 303A ◽  
Author(s):  
S. Bin-Hasan ◽  
K. Rakesh ◽  
K. Kapur ◽  
J. Owens
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
Time Change ◽  
School Students ◽  
Start Time

scholarly journals Answering the Bell: High School Start Times and Student Academic Outcomes

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841881242 ◽  
Author(s):  
Kevin C. Bastian ◽  
Sarah C. Fuller
Keyword(s):  
High School ◽  
High School Students ◽  
Cost Effective ◽  
Disadvantaged Students ◽  
School Students ◽  
Start Time ◽  
Course Grades ◽  
Level Data ◽  
Cost Effective Approach ◽  
School Start Times

We contribute to the school start time literature by using statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. Descriptively, we found that urban high schools were likely to start very early or late. Later start times were associated with positive student engagement outcomes (reduced suspensions, higher course grades), especially for disadvantaged students. Achievement results were mixed, with positive and negative associations between start times and high school students’ test scores. Continued research is necessary to evaluate the efficacy of later start times as a scalable and cost-effective approach for boosting engagement and achievement.

School start time change, sleep duration and car crashes in high school students

2017 ◽  
Vol 40 ◽  
pp. e36
Author(s):  
S. Bin-Hasan ◽  
K. Rakesh ◽  
K. Kapur ◽  
J. Owens
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
Time Change ◽  
School Students ◽  
Start Time ◽  
Car Crashes

Stability of High School Students' Mental Health in a Dual-Factor Model

2012 ◽  
Author(s):  
Melanie M. Mcmahan ◽  
Shannon M. Suldo ◽  
Ashley Chappel ◽  
Lisa Bateman
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Factor Model ◽  
School Students

Relationship Between Different Types of Violence and Mental Health in High School Students From Northern Mexico

2021 ◽  
pp. 088626052110219
Author(s):  
Oscar Armando Esparza-Del Villar ◽  
Sarah Margarita Chavez-Valdez ◽  
Priscila Montañez-Alvarado ◽  
Marisela Gutiérrez-Vega ◽  
Teresa Gutiérrez-Rosado
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Partner Violence ◽  
Health Indicators ◽  
School Students ◽  
Social Violence ◽  
Different Types ◽  
Relationship Of ◽  
The Relationship

Different types of violence have been present in Mexico but there have been few studies that have analyzed their relationship with mental health in adolescents, especially in cities with high rates of social violence. It is important to compare different violence types and their relationship with mental health since not all relationships are the same. It appears that social violence has a stronger relationship with mental health, and for this reason it receives more attention, but other types of violence have a stronger relationship and do not receive as much attention. Chihuahua has been one of the most violent states in Mexico, and Juarez has been the most violent city in the world in 2009 and 2010. The purpose of the study is to compare the relationship of different types of violence (social, cyberbullying, partner violence, and child abuse and neglect) with mental health indicators (depression, anxiety, stress, self-esteem, and paranoid thoughts). There were 526 high school students, from the cities of Juarez ( n = 282) and Chihuahua ( n = 244). The mean age was 16.5 ( SD = 1.4) years and 50.6% reported being males. The relationships among the variables were analyzed using Pearson’s correlations and multiple linear regressions. Both cities that have experienced social violence like carjacking, kidnapping, and sexual assault, but they have very small or no relationships with mental health indicators. Other types of violence have stronger correlations. Our findings suggest that interventions should not focus only in preventing and dealing with social violence, but that other types of violence must also be addressed in adolescents.

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