School Start Times, Sleep, and Youth Outcomes: A Meta-analysis

School Start Times, Sleep, and Youth Outcomes: A Meta-analysis

Authors
Yip, T. Wang, Y. Xie, M. Ip, P. S. Fowle, J. Buckhalt, J.
Year
2022
Journal
Pediatrics
Volume
149
Pages
01
OBJECTIVES: To review and meta-analyze existing evidence regarding the impact of school start times (SSTs) on youth sleep and developmental outcomes considering the moderating effects of youth and school characteristics. Scopus, ScienceDirect, JSTOR, Pubmed, PsychInfo, ERIC, Proquest, EBSCO, and Google Scholar were used through 2019 to select studies measuring (1) school start time and (2) sleep or other developmental outcomes. Data from 28 studies and 1 774 509 participants were extracted and analyzed using random-effects models with robust variance estimation. RESULTS: Later SSTs were associated with better overall developmental outcomes, longer sleep duration, and less negative mood. Specifically, new SSTs between 8:30 and 8:59 were associated with better outcomes than 8:00 to 8:29 start times. Later SSTs were more strongly associated with lower levels of sleepiness for high school (versus middle school) youth, and youth in private (versus public) schools reported better sleep and later wake times with later SSTs. Although this meta-analysis suggests an overall benefit of later SSTs, there was limited research to test outcomes such as sleep hygiene, naps, and behavioral and physical health outcomes. CONCLUSIONS: There is converging evidence that later SSTs are associated with better overall developmental outcomes, longer sleep duration, and less negative mood. More research needs to consider student and school characteristics to obtain reliable estimates related to possible differences by sex, race, school size, percent free/reduced lunch, and percent minority.

Oversett med Google Translate
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Type of intervention

Preventive- and Promotive Health Interventions

Early Intervention

Topic

Mental Health Problems and Disorders

Other Problems

Sleep Disorders

Development and Life Coping Skills

Cognition

Social skills

Well-being

School Performance

Minority/Marginalization

School Refusal

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

Adolescents (13-18 years)

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