Occasional
Paper No. 38
On My Own Time:
The Conflict Between Adolescent Sleep Needs
and High School Start Times
Center for
Research and Evaluation
College of
Education & Human Development
University of
Maine
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September 2001
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Abstract
This
paper discusses the conflict between adolescent sleep needs and early morning
high school start times. It includes a review of literature on adolescent sleep
needs as well as the results of multiple studies of schools that changed their
start time from 7:15 to 8:40 a.m. conducted by the Center for Applied Research
and Educational Improvement (CAREI) at the University of Minnesota. The
literature shows that adolescents need more sleep than prepubescent children
and tend to stay up later at night and sleep later in the morning. Furthermore,
the change in sleep habits is not just a matter of choice but results from
biological changes in puberty. Consequently, adolescents in general function
throughout the school week in a sleep-deprived state, averaging 4 hours less
sleep time per school night than needed. The CAREI studies point out that the
impact of a later school start on high school students and their families is
strongly related to socioeconomic status, geography, and individual
differences.
In
conclusion, the decision whether to change the time at which school begins must
be a local decision, one that requires input from the whole community:
teachers, students, families, and citizens at large.
Introduction
How
early in the morning should school classes begin for adolescents? Why can't teenagers just go to bed earlier
so they will be alert during early morning classes? Will a later school start time impact student participation in
extracurricular activities? How many students will miss classes in order to
accommodate athletic event schedules? What about students' jobs? What about
busing? What time will my children be home for dinner? These are just a few of the questions facing
school administrators, teachers, students, parents, and community members when
they are faced with choosing a school start time that will promote adolescent
learning.
The
purpose of this paper is to provide information on why schools are considering
a later start time for adolescents and what the school communities that have
made the transition to a later start time have experienced. Specifically, the paper reviews literature
describing the results of adolescent sleep research and research findings
resulting from a later school start time in Minnesota schools where the high
school start time was changed from 7:15 a.m. to 8:40 a.m.
Adolescent
Sleep Research
"High
school and college students are among the most sleep-deprived people in our
population, 30% fall asleep in class at least once a week" (Maas, 1998, p.
8). How much sleep do adolescents need?
Why does it matter what time teenagers get up as long as they go to bed
early enough to allow for the required hours of sleep? What are the
ramifications of insufficient sleep?
The answers to these questions are influencing educators of adolescents
to reconsider the traditional early morning start of high school classes.
Findings
from a study by Carskadon et al., (1980) suggest that adolescent daytime sleep
tendencies increase even when their sleep patterns do not change. Carskadon
used the Multiple Sleep Latency Test (MSLT) in her adolescent sleep research to
determine the degree of sleepiness adolescents experienced at various times
throughout the day. The test measures
the speed of falling asleep in repeated 20-minute periods where falling asleep
is encouraged by asking students to close their eyes and try to fall
asleep. A person who stays awake the
full 20 minutes is deemed to be fully alert at that time. Carskadon (1993)
reported that one quarter of adolescents who had 8 hours of sleep the night
before the MSLT was administered, fell asleep in 0 to 5 minutes, an indication
of severe sleepiness. Another quarter fell asleep in 5 to 10 minutes, and a
third quarter fell asleep in 10 to 15 minutes.
In other words, only one quarter of the adolescents tested were fully
alert throughout the day following 8 hours of sleep.
Lawton
(1999) conducted a study of students who had transitioned from a junior high
start time of 8:25 a.m. to a high school opening at 7:20 a.m. She found that between 9:30 a.m. and 2:30
p.m., 9th graders in junior high fell asleep in 11.4 minutes on
average, while 10th graders fell asleep in 8.5 minutes. Even more surprising was that at 8:30 a.m.,
the 10th graders fell asleep in just 5.1 minutes on average, and a
large number did so in just 3.4 minutes.
The evidence was clear that these students were far from alert during
early morning classes.
In
his book, Power Sleep, Maas (1998)
recounted, "Adolescents need
approximately ten hours of sleep each night to be fully alert all day, yet they
average only around six--nearly a four-hour deficit every night" (p. 136). Since teenagers actually need more
sleep than prepubescent children or adults and are sleeping less than when they
were pre-adolescents, it is no wonder that adolescents fall asleep in school.
Sleepiness is the body's response to insufficient sleep (Lawton, 1999; Maas,
1998; Wolfson & Carskadon, 1998).
These
data suggest that in general, adolescents who do not sleep approximately 10
hours at night are not fully alert, but the data does not account for individual
differences. Mercer, Merritt, and
Cowell (1998) examined self-reported data from a convenience sample of 612
ninth grade health education students at two high schools. The results showed
63% felt they did not get enough sleep on school nights (MS) while 37% felt
their sleep was sufficient (SS). When
the two groups were compared (MS and
SS), it was found that those who felt they did not get enough sleep (MS) were
only sleeping 12 minutes a night less than those who felt they got sufficient
sleep. The MS group reported they
needed 2 hours more sleep a night to be at their best compared to the SS group
that reported needing 1 hour more. In
addition, the MS group expressed a preference for later sleep onset, and
reported a poorer quality of sleep, more school stress and feelings of
depression than the SS group. We can infer from these findings that individual
adolescents differ in the amount of sleep they need to be at their best and the
time of night at which they become sleepy.
Adolescents
tend to stay up later at night and sleep later in the morning. This change in sleep patterns is not simply
a matter of choice but is a result of biological changes in puberty,
specifically, the timing of melatonin secretion. Melatonin is a sleep-inducing
hormone produced by the pineal gland (Black, 2000). When Carskadon (1999)
evaluated sleep tendencies of adolescents with the MSLT, she found the
circadian pressure to sleep "was greatest right before melatonin secretion
was about to turn off, about an hour before 'normal' waking up time" (p.
351) while the pressure to stay awake was greatest about an hour before
'normal' bedtime. This data conflicts with the usual sleepiness function
whereby the body's sleepiness increases in relationship to how long the individual
has been awake. For many adolescents, the time of day has a direct impact on
their level of sleepiness as well.
Carskadon
(1999) experimented to see if it was possible to change the circadian timing of
adolescents by controlling their exposure to light. In this research project
adolescents were paid to maintain a sleep schedule from 10 p.m. to 8 a.m. while
wearing eyeshades to exclude light The teens' melatonin secretion was measured
before they began the study and again 10 or 11 nights into the study. She found that adolescents' melatonin
secretion moved significantly toward a common time: Early secretors moved
toward later secretion and late secretors moved toward an earlier secretion
time. This study suggests that
adolescents who want to change their circadian rhythms can do so, but would
have to maintain a strict bedtime and rise-time light-controlled schedule to
obtain the desired result.
"Sleep
is not optional. Sleep is biologically
obligatory" (Carskadon, 1999, p. 352).
The educational consequences of insufficient sleep include: memory
lapses, decreased capacity for divergent thinking, lack of concentration, and
decreased critical thinking abilities (Carskadon, 1999; Maas, 1998). In a workshop on sleep needs, Dinges
reported subjects get better at an assigned task each day if they have had 8
hours of sleep a night; with 6 hours of sleep the learning curve is gone, and
with 4 hours of sleep the negative impact on learning is even more pronounced
(Graham, 1999). Student-reported data
suggests that "early to bed, early to rise" students earn higher
grades than those with delayed sleep patterns but grades have not been
corroborated with school records.
Sleep
is also important for healthy adolescent biological functioning and mental
health. Maas (1998) explained that
"growth hormone secretion peaks during deep sleep so uninterrupted deep
sleep is especially crucial for children and adolescents" (p. 33).
Adolescents with poor sleep habits are more anxious and have higher levels of
depression (Mercer, Merritt, & Cowell, 1998; Wolfson & Carskadon,
1998). In addition, the community at
large suffers from adolescent sleep deprivation when adolescents are involved
in automobile accidents as a result of falling asleep while driving. The
problem is further exacerbated when alcohol is part of the scenario; the impact
of alcohol is boosted when drinkers are sleep-deprived (Maas, 1998). Carskadon (1993) cautioned that sleepiness while driving cannot
be overcome by rolling down windows, turning up the radio, or learning better
driving skills.
Given
that the evidence clearly indicates the majority of adolescents would benefit
from a later rise time, one might think delaying the starting time of high
school classes would be automatic. In fact, some schools have made the
transition. Studies of these schools
present a complicated set of issues relating to a later start time.
Experiences of
High Schools That Have Transitioned From a 7:15 to an 8:40 a.m. Start
The
seven high schools in the Minneapolis Public School System (MPS) changed their
start time in school year 1997-1998.
Since that time multiple studies have been conducted by the Center for
Applied Research and Educational Improvement (CAREI) at the University of
Minnesota in conjunction with MPS to measure the impact the later start time
has had on stakeholders (i.e., students, teachers, families, and the
community). The findings revealed that
the change in school start time has been felt acutely at the personal level by
stakeholders (Kubow, Wahlstrom, & Bemis, 1999).
Impact on Students
A
report by Kubow, Wahlstrom, and Bemis (1999) provided evidence that the later
starting time did not impact high school students in Minneapolis (an urban
community) and in Edina (an affluent suburban community in MPS )
similarly. In focus groups, Minneapolis
high school students expressed dissatisfaction with the impact of the later
start time on after-school activities and students' personal schedules. Specifically, the students complained that
they felt more tired at the end of the day and had less time to study. They also reported that practices were
shorter and held at odd hours, sometimes in the early morning, thus defeating
the purpose of a later school start time.
In addition, conflicts in scheduling forced students to choose among
activities, restricting the number of extracurricular opportunities in which
they could participate. The urban students felt the later dismissal time
limited the number of hours they could work, the amount of money they could earn,
and the types of jobs available to them. However, a number of students reported
they were more efficient and alert, enabling them to complete more work during
the school day and lightening their homework load. During focus group sessions
in Minneapolis, teachers related that fewer students sought help before and
after school and, through no fault of their own, frequently arrived late for
the first class of the day. Instead of being transported on the first bus run
of the day, high school students now came to school on a later run and the
buses were frequently late.
In
contrast, the majority of students in Edina focus groups reported feeling less
tired at the end of the day. This group
did not feel their involvement in after-school activities was negatively
impacted. Nearly all the students in the focus groups reported they were more
alert for the first hour of class and were generally retiring at the same time
at night as when school started earlier in the day. They were, in fact, getting
more sleep. Teacher observations supported the students' perceptions. Teachers in Minneapolis reported students
were less involved in extracurricular activities while teachers in Edina did
not notice an appreciable difference in participation rates. In Edina, teachers
reported that many more students came to school early to get additional help
with homework or prepare for quizzes.
Teachers in Edina did not comment that students were arriving late for
their first class. The differences
between Minneapolis and Edina students are summarized in Table 1.
Table 1
Differences in Impact
of an 8:40 a.m. School Start Time on Minneapolis and Edina High School Students
Minneapolis (Urban Community)
Negative impact on after-school activities
Felt more tired at the end of the day
Decreased participation in extracurricular activities
Job interference: fewer hours, less pay, fewer options
Less apt to seek before and after-school help
Increased tardiness
Edina (Affluent
Suburban Community)
After-school activities not negatively impacted
Felt less tired at the end of the day
No appreciable change in extracurricular activity participation
No comment on jobs
More likely to seek before and after-school help
No comment on tardiness rate
Kubow,
Wahlstrom, and Bemis (1999) questioned whether the difference between fewer
Minneapolis students but many more Edina students seeking help before school
could be a result of Edina students owning cars and driving themselves to
school rather than having to rely on a school bus. It is noteworthy that jobs and earnings were not mentioned as a
discussion topic in Edina focus groups. Could it be that these suburban
students did not need to juggle jobs and after-school activities because they
were not dependent on their own earnings in order to buy essentials? The
differences between the two groups highlight the importance of including local
stakeholders in any decision to change school start times.
Despite
the differences in the two communities described in the above 1999 study, when
Wahlstrom (2000) discussed MPS findings, she wrote, "Participation in all
after-school activities has remained the same, and those students who go to
after-school jobs did not shorten the number of hours they could work" (p.
41). It is unclear if this statement is
a result of collecting empirical data that refutes the self-reported
perceptions described by Kubow, Wahlstrom, and Bemis (1999), or are the result
of more recent self-reported perceptions.
There
were also similarities between the two groups in the Kubow, Wahlstrom, and
Bemis (1999) report. When surveyed,
teachers, overall, reported a greater number of students were more alert during
the first two classes of the day than they were before the change. This item evidenced the most agreement of
any item on the survey (57%).
Similarly, 51% of the teachers agreed they observed fewer students
asleep at their desks. Teachers were nearly evenly divided, however, in
response to generally improved student behavior: approximately one third agreed
student behavior had improved, one third were neutral, and one third
disagreed. Both staff and students
registered concern about the need for students to be excused from the last
class of the day (due to the later dismissal time) in order to participate in
athletic events, other activities, and personal appointments. Fewer than 20% of
high school students participate in athletics in any one season, yet teachers
perceived early dismissal of even a few students to be problematic. Teachers
complained that students missed class discussions, labs, and assignments. As a
result, some students chose electives over required courses when the required
courses were scheduled for the last period of the day (Kubow, Wahlstrom &
Bemis, 1999; Wahlstrom, Wrobel & Kubow, 1998).
Wahlstrom,
Wrobel, and Kubow (1998) reported they found no relationship between sports
participation and self-reported letter grades when sports practices were held
on weekends or after school; however, they did find a statistically significant
negative correlation when the practices were held prior to the start of the
school day. In other words, the more
days per week students spent practicing before school, the lower their
self-reported grades were. Interestingly, there was a significant positive
relationship between the numbers of hours of practice and self-reported grades
when the practices did not take place before school started. Self-reported
grades associated with school start times showed a gradual increase for 11th
and 12th grade students in schools that started between 7:30 and
8:00 a.m. and a rapid increase for students in these grades in schools that
started between 8:00 and 8:30 a.m.
"It is important to note that these findings do not indicate
causality but there is clearly a statistical relationship between these two
variables [self-reported grades and school start time]" (School start time
study: Final, Student survey section).
Administrators
reported that school attendance rates for the first class of the day had
improved. They also commented that
students seemed calmer and fewer students were loitering in the halls early in
the day (School start time study: Final).
Sleeping
later fits the natural sleep patterns of teenagers in general; however, it
should be remembered that there are adolescents who function best early in the
morning. In addition, students with emotional or behavioral problems benefited
more from an early start time as their behavior tended to deteriorate later in
the day (Wrobel, 1999).
Table
2 is a compilation of the many ways all MPS high school students have been
impacted by the later school start time, on average. These are general results
for all high schools in the district, and include Edina students. The items are
separated by positives and negatives and include some of the same items that
appeared in Table 1.
Table 2
Impact of an 8:40 a.m.
School Start Time on High School Students
Positives
More alert during first two classes
More efficient so bring home less homework
Suburban students report being less tired at the end of the day
Getting more sleep
Suburban students more apt to get help before school begins
School health nurse reports fewer students sent home from school because of illness
Counselors report fewer "stress" referrals for students who feel a lot of academic pressure
First period attendance is higher
More students take time to eat breakfast
Fewer students fall asleep at their desks
Negatives
Students more tired at the end of the day
Practices and rehearsals at the end of the day shortened
Urban students report reduced student participation in after-school activities
Less time for after school jobs
Students released early for athletic events and appointments so miss late afternoon classes
Decreased enrollment in last afternoon class
May choose work over after-school activities if forced to make a choice because of late school dismissal
Fewer urban students seeking academic help
If buses have a tiered schedule, students frequently arrive late for their first class
Doing homework later
The
CAREI research group compared data from the Bradley Hospital School Sleep
Habits Survey (developed at Brown University) from three demographically
similar districts: A, B, and C (i.e., similar socioeconomic status, racial and
ethnic diversity, and school population size).
District A had a later start time than Districts B and C. Self-reported results for high school
students in grades 10-12 are presented below.
Although
students in all three districts reported going to bed at the same time,
students in District A slept later and averaged an hour more of sleep on school
nights. Respondents could not be
randomly assigned to schools with different start times so one should not
conclude that the later start time "caused" any statistically
significant differences. The self-reported data were analyzed using one-way
ANOVAs to identify any statistically significant differences (School start time
study: Technical).
This
document is not intended to be a technical report; therefore, F and p values will not be provided where statistically significant
differences are listed (all p values
are at most < .05). Readers interested in detailed information are
encouraged to download the entire document from the Web site: http://education.umn.edu/CAREI/Programs/start_time/Volumell.pdf.
Table
3 below lists all statistically significant differences between District A and
the other two districts. An
"X" in a District B or C column indicates a statistically significant
difference was found between District A and that district.
Table 3
Statistically
Significant Differences Between District A and Districts B and C for Grade
10-12 Students
District A results showed … District
B District C
Less daytime sleepiness X X
Much less overall sleepiness X
Less sleepiness while studying X
Less sleepiness while taking tests X
Less sleepiness in class X
Less sleepiness while working on a computer X
Less likely to arrive late to class because of oversleeping X X
Less depressive feelings and behaviors X
More hours of homework during the school week X
More hours of homework on the weekend X
Higher self-reported grades X X
Less weekend oversleep (time slept on weekend nights beyond time slept on
school nights) X X
Fewer hours of work during school week X X
More hours of extracurricular activities during the school week X
When
interpreting the data, the reader should note that grades were student
self-reported, and students in District A worked significantly fewer hours than
students in either District B or C.
These factors cause one to question if higher grades are in fact a
result of sleeping later in the morning or are heavily influenced by work
schedules and self-perceptions. This is a question that merits future research.
The reader should also be aware that students in District A were already
sleeping an hour more than students in District B and C during the school week;
hence, the lower weekend oversleep does not mean District A students did not
sleep as long on the weekends as students in District B and C. It simply means the difference between the
amount of sleep they got on school nights and weekends was less than the
difference students in the other two districts experienced between school night
sleep and weekend sleep.
Impact on School Staff
School
staff benefited in a number of ways from the later start time (Kubow, Wahlstom,
& Bemis, 1999). Many teachers continued to arrive at school at the same
time they did prior to the change and the later start time gave these teachers
an extra hour before school in which to prepare instruction. Especially important was time to search the
Internet for up-to-date reports that have more relevance for students than outdated
information. Faculty and department meetings scheduled before school when
teachers were fresh rather than at the end of the day when their energy was
waning was another benefit cited by staff.
Furthermore, teachers found that guest speakers were more easily
attainable for the first class of the day because of the later start time
(School start time study: Final).
Less
positively, teachers, like students, commented that students were frequently
dismissed during the last class of the day for personal appointments or to
participate in athletic events. Teachers complained that they were often unable
to cover the entire curriculum because so many students were absent. In
addition, teachers remarked that the school bus schedule had a negative impact
on field trips and after-school activities.
In
general, the later school start had a favorable impact on teachers' personal
lives before school, but an adverse impact on their after-school
schedules. Teachers spoke positively of
improved health, time to exercise before going to work, feeling more rested at
the start of the day, and having more personal family time in the morning. When
listing negatives, teachers most often cited driving in heavier traffic both to
and from school. They also remarked
that because of late-day weariness and personal obligations, there was
decreased teacher supervision at after-school activities, and coaches expressed
dissatisfaction with not getting home from school until early evening.
Teachers
were fairly evenly split between liking and not liking the 8:40 a.m. start
time. However, when asked to choose the time at which they would like to begin
school, only 3.5% wanted to return to 7:15 a.m.; 43.8% chose 8:00 a.m., the
most popular time selected; and overall, 72.7% chose 8:00 a.m. or later.
Table
4 summarizes the impact of an 8:40 a.m. start time on high school staff. The table shows that the number of positives
exceeds the number of negatives but cannot report the intensity of each effect.
Table 4
Impact of an 8:40 a.m.
School Start Time on High School Staff
Positives
Better prepared
Get most current information from the Internet before class starts
Improved early morning personal schedule
More alert at early morning staff meetings than after-school staff meetings
Improved health because they have time to exercise before school
Nearly 75% want school to start at 8 a.m. or later
Guest speakers more likely to come to a first class if the first class is later
Negatives
Drive to work in heavier traffic
Less availability of school buses has negative impact on field trips & after-school activities
Coaches don't get home from school until early evening
Less teacher supervision of after-school activities
Impact on Families and
Communities
This
paper focuses on changing the school start time in high schools, but to avoid
an increase in current school transportation costs in districts where bus
schedules are tiered to serve schools opening at staggered times, changing the
high school start time usually requires changing the start time for the
district's other schools as well. These changes present a set of problems
regarding childcare and work schedules for families with young children.
Changes in school start time may have a positive impact on some families while
presenting a whole set of problems for others. Despite recent sleep research
that found adolescents' physiological needs favor a later rise time, stress
related to readjusting family schedules often deters communities from
considering school start time changes. With respect to schools that have changed
their schedules, Wrobel (1999) wrote, "While some families reported little
difficulty in adjusting to the new schedule, others were devastated by the
stress of attempting to meet the new demands on their time" (p. 361). Problems from changes that wreak havoc with
family lives can often be avoided with adequate planning and adjustment time.
Wrobel
(1999) observed that the factors that caused stress for families in MPS were
frequently dependent on economic status. Transportation to and from school and
school activities were prime concerns in less affluent communities where
alternative ways to school were not easily afforded. A missed bus usually
equated to a missed day of school for children in families with limited
resources. In poorer localities, the
school bus schedule was a much more important issue when changing the school
day than in areas where a missed bus simply meant using the family car to
transport children to school. In
addition, parents with limited resources reported they felt stressed when their
current jobs didn't offer the level of flexibility necessary to meet a
different schedule for their children. Because of a later high school dismissal
time, parents could no longer rely on adolescents to care for younger siblings
after school. They were sometimes forced to choose between changing jobs or
leaving young children unsupervised. In
contrast, affluent families generally reported they simply altered their work
schedules to accommodate their children's new school schedules. The result was
that families in more affluent communities reported their prime concern
regarding school start time was whatever would be in the best interest of
students, while less fortunate families were more concerned with
transportation, child care, and job issues.
Parent
comments described a number of ways families are impacted by the later school
start time. Parents reported their
children were "easier to live with." Eating dinner later in the
evening was not always convenient but parents reported they liked having time
in the morning to chat with their adolescent children (Wahlstrom, 2000). In addition, many parents were pleased to be
able to attend a 7:30 a.m. meeting to conference with teachers rather than
taking time off from work in the afternoon to talk with teachers (School start
time study: Final). Parents of children with special needs that required
personal care assistance before school also found the later start time to be
advantageous (Wrobel, 1999).
Cultural
norms can inhibit open discussion about a later high school start time. Wrobel
(1999), when discussing the impact of cultural patterns on community attitudes
toward a later school start time, used as an example, "Persons who were
raised in an agricultural setting where early waking schedules were the norm,
saw early starting times for school as not only normal but preferred and
valued" (p. 363). Advocates for a
later start time would probably employ different persuasive techniques in a
farming community than in an area comprised mainly of white-collar
professionals.
Communities
may be concerned that a later high school start will constrict the time school
facilities are available for adult and youth programs. Many schools reserve the use of sports
facilities directly after school for student practices, allowing the community
at large to use these facilities when students have finished. A later start of
the school day will result in a later time at which high school students finish
practices, decreasing the time these facilities are open to other community
organizations (School start time study: Final). See Table 5 for a summary of the ways the later school start time
has affected families and communities.
Table 5
Impact of an 8:40 a.m.
School Start Time on Families and Communities
Positives
Parents can conference with teachers before school
or in the late afternoon/early evening
Improved behavior and attitudes of children
Time to chat with children in the morning
More time to administer to the personal care needs
of exceptional children
Negatives
Community use of school facilities constricted
Late dinner
Older children unavailable to care for younger siblings returning from school
Attitudes
Toward Change: Changing Attitudes
It
is not easy to implement a change in school start times. Such a change is always risky because
positive outcomes cannot be guaranteed.
Results will vary based on community demographics and the level of
commitment and support of all stakeholders: students, teachers, parents,
employers, and the community in general. At the request of several Minnesota
superintendents, the Center for Applied Research and Educational Improvement
(CAREI) at the University of Minnesota assessed attitudes of students,
teachers, families, employers, and community members toward a later school
start time. CAREI researchers
discovered that the issue "provokes the same kind of emotional reaction
from stakeholders as closing a school or changing a school's attendance
area" (Wahlstrom, 1999, p. 345).
In
1994, after Mary Carskadon presented her research findings on adolescents,
school, and sleep to the Minnesota Medical Association, members of the
organization mailed a letter to all school superintendents in the state urging
them to start school later in the morning. Carskadon's presentation had
convinced members that adolescents would benefit from sleeping later in the
day, but it appears that the letter did not convince education policy decision
makers. The preliminary results of a school survey in 1995 indicated that none
of the schools had made this change (Lawton, 1995). Schools in other states were also struggling with school start
time changes. A few years later, Lawton (1999) described the struggle a
Kentucky district experienced with the decision to change the school start
time. She wrote:
The notion of changing the time that school starts
in the morning so inflamed parents and community members in the Fayette County,
Ky., public schools last year that in the space of three months the school
board voted three separate times--reversing itself twice--before it made up its
mind. (p. 6)
Responses
to the CAREI attitudes assessment survey revealed that although school staff
expressed some primary concerns about delaying the school start time, they were
willing to discuss ways to implement a change.
When writing about the politics of school starting times, Wahlstrom
(1999) emphasized the importance of open discussions that included all
stakeholders, and provided suggestions she felt would facilitate the process.
Wahlstrom advised that advocates for a later start time support their arguments
with hard data and present the information in a manner that would encourage
rather than discourage debate. Furthermore, she recommended that the debate
delineate what stakeholders hope to gain from an earlier start time and what
they might lose, always with students' best interests as the primary focus. She
cautioned that if decision makers wish to minimize resistance to changing the
school schedule, they must allow adequate time for all to adjust personal and
family schedules prior to implementation.
Making
Decisions
One
high school teacher offered a seemingly simple solution that would accommodate
a variety of students' schedules and preferences. When responding to a teacher questionnaire, the educator wrote:
"At the high school, flexible starting time should be an option. Athletes need the early time. Students who
work need the early start, morning people like the early start, but others
benefit from the later start" (Kubow, Wahlstrom, & Bemis, 1999, p.
371). Perhaps some school districts could stagger high school start times, but
for most this solution would more likely be a dream than an option. The question administrators must ask
themselves is, "What is the best high school start time for my district?"
Wrobel
(1999) compiled seven guidelines to help policymakers develop and implement
changes in school start times. The
guidelines emerged from an analysis of data collected in the CAREI studies of
the Minneapolis schools and are included here as a "pocket guide" for
administrators.
1.
Inform
and involve all stakeholders.
2.
Allow
ample time [between informing stakeholders of the decision and implementing the
new times].
3.
Provide
justifications for decisions based on research data.
4.
Support
families in the decision process.
5.
Involve
the community.
6.
Don't
forget school staff.
7.
Commit
to providing follow-up regarding the change (p. 364).
Conclusions
Adequate
sleep benefits adolescents' biological and mental health; improves their
memory, concentration, and critical thinking abilities; and lowers the
probability that they will experience a motor vehicle accident. Adolescents, in
general, benefit from a later rise time because their natural sleep patterns
governed by biological changes favor morning sleep. If the sole consideration
when setting the high school start time is to increase adolescent sleep, then
classes will start later in the morning.
However, other factors must be considered.
The
decision whether to change the school start time is a local decision. The contrasting data provided through focus
groups and surveys in two communities, one urban and one affluent suburban,
point out that a later high school start time does not benefit all communities
equally. Cultural norms, transportation
services, economics, and the impact of a later high school start time on other
schools in the district must be balanced against the weight of adolescent sleep
research findings. The variables underscore the importance of involving all
stakeholders when considering a change in the school day, listening carefully
to their concerns, and if the decision is made to implement a change, allowing
adequate time for teachers, students, families, and the community at large to
adjust their schedules so that the change will maximize benefits and minimize
consequences.
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