Cargando…

A 4-year longitudinal study investigating the relationship between flexible school starts and grades

The mismatch between teenagers’ late sleep phase and early school start times results in acute and chronic sleep reductions. This is not only harmful for learning but may reduce career prospects and widen social inequalities. Delaying school start times has been shown to improve sleep at least short...

Descripción completa

Detalles Bibliográficos
Autores principales: Biller, Anna M., Molenda, Carmen, Obster, Fabian, Zerbini, Giulia, Förtsch, Christian, Roenneberg, Till, Winnebeck, Eva C.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8873390/
https://www.ncbi.nlm.nih.gov/pubmed/35210437
http://dx.doi.org/10.1038/s41598-022-06804-5
_version_ 1784657454959689728
author Biller, Anna M.
Molenda, Carmen
Obster, Fabian
Zerbini, Giulia
Förtsch, Christian
Roenneberg, Till
Winnebeck, Eva C.
author_facet Biller, Anna M.
Molenda, Carmen
Obster, Fabian
Zerbini, Giulia
Förtsch, Christian
Roenneberg, Till
Winnebeck, Eva C.
author_sort Biller, Anna M.
collection PubMed
description The mismatch between teenagers’ late sleep phase and early school start times results in acute and chronic sleep reductions. This is not only harmful for learning but may reduce career prospects and widen social inequalities. Delaying school start times has been shown to improve sleep at least short-term but whether this translates to better achievement is unresolved. Here, we studied whether 0.5–1.5 years of exposure to a flexible school start system, with the daily choice of an 8 AM or 8:50 AM-start, allowed secondary school students (n = 63–157, 14–21 years) to improve their quarterly school grades in a 4-year longitudinal pre-post design. We investigated whether sleep, changes in sleep or frequency of later starts predicted grade improvements. Mixed model regressions with 5111–16,724 official grades as outcomes did not indicate grade improvements in the flexible system per se or with observed sleep variables nor their changes—the covariates academic quarter, discipline and grade level had a greater effect in our sample. Importantly, our finding that intermittent sleep benefits did not translate into detectable grade changes does not preclude improvements in learning and cognition in our sample. However, it highlights that grades are likely suboptimal to evaluate timetabling interventions despite their importance for future success.
format Online
Article
Text
id pubmed-8873390
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Nature Publishing Group UK
record_format MEDLINE/PubMed
spelling pubmed-88733902022-02-25 A 4-year longitudinal study investigating the relationship between flexible school starts and grades Biller, Anna M. Molenda, Carmen Obster, Fabian Zerbini, Giulia Förtsch, Christian Roenneberg, Till Winnebeck, Eva C. Sci Rep Article The mismatch between teenagers’ late sleep phase and early school start times results in acute and chronic sleep reductions. This is not only harmful for learning but may reduce career prospects and widen social inequalities. Delaying school start times has been shown to improve sleep at least short-term but whether this translates to better achievement is unresolved. Here, we studied whether 0.5–1.5 years of exposure to a flexible school start system, with the daily choice of an 8 AM or 8:50 AM-start, allowed secondary school students (n = 63–157, 14–21 years) to improve their quarterly school grades in a 4-year longitudinal pre-post design. We investigated whether sleep, changes in sleep or frequency of later starts predicted grade improvements. Mixed model regressions with 5111–16,724 official grades as outcomes did not indicate grade improvements in the flexible system per se or with observed sleep variables nor their changes—the covariates academic quarter, discipline and grade level had a greater effect in our sample. Importantly, our finding that intermittent sleep benefits did not translate into detectable grade changes does not preclude improvements in learning and cognition in our sample. However, it highlights that grades are likely suboptimal to evaluate timetabling interventions despite their importance for future success. Nature Publishing Group UK 2022-02-24 /pmc/articles/PMC8873390/ /pubmed/35210437 http://dx.doi.org/10.1038/s41598-022-06804-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Biller, Anna M.
Molenda, Carmen
Obster, Fabian
Zerbini, Giulia
Förtsch, Christian
Roenneberg, Till
Winnebeck, Eva C.
A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title_full A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title_fullStr A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title_full_unstemmed A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title_short A 4-year longitudinal study investigating the relationship between flexible school starts and grades
title_sort 4-year longitudinal study investigating the relationship between flexible school starts and grades
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8873390/
https://www.ncbi.nlm.nih.gov/pubmed/35210437
http://dx.doi.org/10.1038/s41598-022-06804-5
work_keys_str_mv AT billerannam a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT molendacarmen a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT obsterfabian a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT zerbinigiulia a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT fortschchristian a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT roennebergtill a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT winnebeckevac a4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT billerannam 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT molendacarmen 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT obsterfabian 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT zerbinigiulia 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT fortschchristian 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT roennebergtill 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades
AT winnebeckevac 4yearlongitudinalstudyinvestigatingtherelationshipbetweenflexibleschoolstartsandgrades