Teens Get Schools

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When Seattle Public Schools announced that it would reorganize school start times across the district for the fall of 2016, the massive undertaking took more than a year to deploy. Elementary schools started earlier, while most middle and all of the district's 18 high schools shifted their opening bell almost an hour later -- from 7:50 a.m. to 8:45 a.m. Parents had mixed reactions. Extracurricular activity schedules changed. School buses were redeployed.
And as hoped, teenagers used the extra time to sleep in.
In a paper published Dec. 12 in the journal Science Advances, researchers at the University of Washington and the Salk Institute for Biological Studies announced that teens at two Seattle high schools got more sleep on school nights after start times were pushed later -- a median increase of 34 minutes of sleep each night. This boosted the total amount of sleep on school nights for students from a median of six hours and 50 minutes, under the earlier start time, to seven hours and 24 minutes under the later start time.
"This study shows a significant improvement in the sleep duration of students -- all by delaying school start times so that they're more in line with the natural wake-up times of adolescents," said senior and corresponding author Horacio de la Iglesia, a UW professor of biology.
The study collected light and activity data from subjects using wrist activity monitors -- rather than relying solely on self-reported sleep patterns from subjects, as is often done in sleep studies -- to show that a later school start time benefits adolescents by letting them sleep longer each night. The study also revealed that, after the change in school start time, students did not stay up significantly later: They simply slept in longer, a behavior that scientists say is consistent with the natural biological rhythms of adolescents.
"Research to date has shown that the circadian rhythms of adolescents are simply fundamentally different from those of adults and children," said lead author Gideon Dunster, a UW doctoral student in biology.
In humans, the churnings of our circadian rhythms help our minds and bodies maintain an internal "clock" that tells us when it is time to eat, sleep, rest and work on a world that spins once on its axis approximately every 24 hours. Our genes and external cues from the environment, such as sunlight, combine to create and maintain this steady hum of activity. But the onset of puberty lengthens the circadian cycle in adolescents and also decreases the rhythm's sensitivity to light in the morning. These changes cause teens to fall asleep later each night and wake up later each morning relative to most children and adults.
"To ask a teen to be up and alert at 7:30 a.m. is like asking an adult to be active and alert at 5:30 a.m.," said de la Iglesia.
Scientists generally recommend that teenagers get eight to 10 hours of sleep each night. But early-morning social obligations -- such as school start times -- force adolescents to either shift their entire sleep schedule earlier on school nights or truncate it. Certain light-emitting devices -- such as smartphones, computers and even lamps with blue-light LED bulbs -- can interfere with circadian rhythms in teens and adults alike, delaying the onset of sleep, de la Iglesia said. According to a survey of youth released in 2017 by the U.S. Centers for Disease Control and Prevention, only one-quarter of high school age adolescents reported sleeping the minimum recommended eight hours each night.
"All of the studies of adolescent sleep patterns in the United States are showing that the time at which teens generally fall asleep is biologically determined -- but the time at which they wake up is socially determined," said Dunster. "This has severe consequences for health and well-being, because disrupted circadian rhythms can adversely affect digestion, heart rate, body temperature, immune system function, attention span and mental health."
The UW study compared the sleep behaviors of two separate groups of sophomores, all enrolled in biology classes at Roosevelt and Franklin high schools. One group of 92 students, drawn from both schools, wore wrist activity monitors all day for two-week periods in the spring of 2016, when school still started at 7:50 a.m. The wrist monitors collected information about light and activity levels every 15 seconds, but no physiological data about the students. In 2017, about seven months after school start times had shifted later, the researchers had a second group of 88 students -- again drawn from both schools -- wear the wrist activity monitors. Researchers used both the light and motion data in the wrist monitors to determine when the students were awake and asleep. Two teachers at Roosevelt and one at Franklin worked with the UW researchers to carry out the study, which was incorporated into the curriculum of the biology classes. Students in both groups also self-reported their sleep data.
The information obtained from the wrist monitors revealed the significant increase in sleep duration, due largely to the effect of sleeping in more on weekdays.
"Thirty-four minutes of extra sleep each night is a huge impact to see from a single intervention," said de la Iglesia.
The study also revealed other changes beyond additional shut-eye. After the change, the wake-up times for students on weekdays and weekends moved closer together. And their academic performance, at least in the biology course, improved: Final grades were 4.5 percent higher for students who took the class after school start times were pushed back compared with students who took the class when school started earlier. In addition, the number of tardies and first-period absences at Franklin dropped to levels similar to those of Roosevelt students, which showed no difference between pre- and post-change.
The researchers hope that their study will help inform ongoing discussions in education circles about school start times. The American Academy of Pediatrics recommended in 2014 that middle and high schools begin instruction no earlier than 8:30 a.m., though most U.S. high schools start the day before then. In 2018, California lawmakers nearly enacted a measure that would ban most high schools from starting class before 8:30 a.m. In 2019, Virginia Beach, home to one of the largest school districts in Virginia, will consider changes to its school start times.
Materials provided by University of Washington. Note: Content may be edited for style and length.
University of Washington. "Teens get more sleep with later school start time, researchers find." ScienceDaily. ScienceDaily, 12 December 2018. .
University of Washington. (2018, December 12). Teens get more sleep with later school start time, researchers find. ScienceDaily. Retrieved July 7, 2021 from www.sciencedaily.com/releases/2018/12/181212140741.htm
University of Washington. "Teens get more sleep with later school start time, researchers find." ScienceDaily. www.sciencedaily.com/releases/2018/12/181212140741.htm (accessed July 7, 2021).
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Teens get more sleep with later school start time, researchers find
https://www.sciencedaily.com/releases/2018/12/181212140741.htm
In 2016, Seattle Public Schools pushed back start times for its 18 high schools by 55 minutes. Researchers have now announced that, as a result, teens at two Seattle high schools got more sleep on school nights -- a median increase of 34 minutes of sleep each night -- and showed improved attendance and grades.

News for Students and Teacher Resources
6–12 Grade Level
Middle and high school students across the country shared their thoughts on gun violence with the NewsHour after the school shooting in Parkland, Florida, one year ago. We thought you’d like to read their voices, since they were very clear in wanting to share them.
by Carly Novell, 12th grade, Marjory Douglas Stoneman High School, Parkland, Florida
On average, there are about 13,000 deaths in the United States resulting from gun violence each year. Seventeen of those deaths were people I attended school with. People I passed in the halls everyday.
Not many realize how much the Marjory Stoneman Douglas High School students are grieving. We are traumatized. We are scared. But we are ignoring all of that because we are trying to make a difference. We haven’t had a minute to process or grieve. We are just trying to make sure that this does not happen again. We, as high school students who just went through something traumatic, are forced to beg and plead for change.
Something needs to be done to get semi-automatic guns out of the hands of civilians. Something needs to be done to get firearms out of the hands of the mentally ill. It should not be so easy to obtain a gun. We should not have to beg the U.S. to stop letting our friends die. The NRA has silenced our government for too long. We will not be silenced by the media, by the government, by the president, by the NRA or by anyone for that matter.
by Aaron, 12th grade, Alexandria, Indiana
I am a proud supporter of the right to own a firearm. Notice I said firearm, not weapon. A weapon is something used in a harmful manner. Firearms don’t kill people, ignorant people do.
To start with, yes, firearms need to be regulated. Fully automatics are not needed. Bump stocks really don’t matter because with a semi-automatic rifle, the rifle fires as fast as you pull the trigger.
As far as security, schools should have only one entrance and teachers should be given the choice to be armed. Not all educators need to be armed, and no one should be required to do so. Part of the application should include a mental health assessment and a background check. There is no reason why stores should have better security than schools.
We need to find a way to solve these school shootings as a country. Other countries are sitting back watching the U.S. tear itself apart from the inside. Let’s go back to the time that if you had a problem, you just knocked the other person out. You didn’t shoot them.
by Nathan, 12th grade, Chicago, Illinois
One solution is social-emotional learning. Before school, after school and during lunch period, there should be chill-spaces for students to de-stress, talk to a counselor and get themselves ready for the day.
Students have lives outside of school filled with experiences that are either traumatic, mentally exhausting or triggering. A designated time to center themselves for the school day would help. While this solution does not solve the problem of guns in the streets, it does help provide outlets for students who have mental health issues.
by Maria, 10th grade, Bronx, New York
“A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.”
These words, adopted in the Constitution of the United States on December 15, 1791, are not to blame for the recent shootings in the first several weeks of 2018.
The solution to school shootings is regulation of gun laws, not problems with the Second Amendment. It’s not having students practice lock-downs out of fear that an attack like Parkland could happen at their school. And it also doesn’t involve getting caught up in the political ruckus surrounding the the election of 2016. Such behavior serves only as an excuse for our nation to not accomplish its goals, including keeping children safe.
As for gun regulations, our government could learn from other countries like Japan, Australia and the United Kingdom. Japan puts its citizens through a rigorous set of tests which includes a mandatory all-day class. From there, they must take a written test, have a 95 percent accuracy on a shooting-range test, a mental health evaluation and a background check. If that seems like a lot, Japanese citizens must then retake the class and the exam every three years.
Australia paid citizens to sell their firearms back to the government. Firearm homicides in that country dropped 0.15 per 100,000 people in 2006 compared to 0.37 in 1995.
The United States should use a multi-pronged approach in order to take us out of this deep depression. Our leaders need to start giving us hope by taking action.
by Mya, 11th grade, McKinney, Texas
The problem America has is that we give everyone a gun without any mental health testing. We need to be more like other countries and require screenings. You can’t blame the entire problem of gun violence on the mentally ill either. We need stricter laws when it comes to gun control. Also, it should be illegal for a politician to take money from an organization such as the NRA.
Politicians who choose money over children’s lives are heartless human beings.
After seeing the event unfold on television, this incident made me realize that we don’t just have a gun control issue, but we also have a race issue. If the shooter was a different race other than white, they would’ve killed him on the spot instead of arresting him. Race should not be a factor when it comes to life or death. White privilege is real and Parkland was a clear example of it.
by Ryan Deitsch, 12th grade, Marjory Stoneman Douglas High School, Parkland, Florida
This country is a place I truly love; this government, however, has not gained my favor. Those in leadership consolidate power instead of legislate it. There is no good and bad I see here, only what is right for the American people, what is right for all people. I don’t want to infringe on the rights of man, but the right to live should far outweigh the right to shoot.
Thoughts and prayers are one of many coping mechanisms, and I praise those who put myself and others in their hearts, however, humanity is here to care for the Earth bestowed upon us. I see no better way to care for the world than to protect the lives of the innocent and take action where it must be taken.
Eden asked Sen. Chuck Grassley a question about assault weapons at a recent town hall in Manchester, Iowa.
by Eden, 12th grade, Iowa City, Iowa
When I was 10, one of my friends and classmates was murdered. His father beat him, his three siblings, and their mother to death with a bat. Afterwards, Seth’s father called the police to report the deaths and fled the home.
At the time, there was a great deal of confusion. No one knew where he was. No one knew if he was armed. No one knew what he might do. Fearing that he might come to the school, Longfellow Elementary went into lockdown. In Mrs. Dillard’s second-grade class, we sat in silence. The teachers said nothing. They didn’t know what to say. How can you explain something like this to a child? We knew nothing. And so we sat in our corner, in the dark and in the silence.
I have had enough of being in the dark. I have had enough of sitting around while adults do nothing. I am not content with being in the corner anymore.
Change will not come on its own. We have to make it for ourselves. The adults have proven that they are unwilling to move beyond thoughts and prayers. We must force them into action.
That includes my own senators: Joni Ernst, who has accepted millions of dollars from the NRA, and Chuck Grassley, who has accepted hundreds of thousands. Is this how much our lives are worth?
We may not have the power, the resources, or even the ability to vote, but we do have our voices. In America, there is no weapon more powerful.
For me, this conversation started with Seth, and with my own fear that followed. The next school year, we planted trees behind Longfellow for each member of the family. They’ve grown now, leaves sprouting and dying and falling with the seasons. Their branches have faded into the background, blending with the lines of trees behind them. But after ten years, I think their roots are finally spreading.
by Kearra, 11th grade, McKinney, Texas
“What are we supposed to do? Send our kids to school with bulletproof vests?” My mom said to me yesterday. Instead of worrying about our grades and relationships, we have to worry if we are going to survive a day at school. The American people have a ri
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