I recently read an article in our local newspaper about the consideration of later start times for our high schools due to sleep deprivation and the negative effects it causes adolescent students (Devlin, 2016). Specifically, this would mean starting high school no earlier than 8:30 a.m., which is recommended by the Centers for Disease Control and the American Academy of Pediatrics (CDC, 2016). According to the CDC, the average adolescent is currently getting eight hours of sleep, which is one hour less than the recommended amount. Various scholars have performed studies on later start times, and Minnesota was one of the first states to incorporate this into several of their middle and high school programs. The data and perceptions of later start times do seem encouraging, but are not without a few problems.
Sleep deprivation during adolescence has a number of negative consequences such as decreases in cognitive abilities, positive behaviors, and academic performance. Inattention and poor classroom performance are just two of the cognitive and emotional symptoms resulting from lack of sleep. During high school, I was constantly tired and had problems concentrating on what was being taught. Occasionally, when completing my homework, I could not remember what was taught in the classroom earlier that day. Ultimately, my grades dropped and I struggled to keep them up. Emotional changes are another important symptom of sleep deprivation. Dahl (1996, 1999) suggested inadequate sleep results in irritability and less tolerance for situations that create negative emotions. This was very self-evident to me during adolescence. I was easily upset by insignificant events. I assumed it was due to hormonal changes, based on my parents’ opinion, but reflecting back, I’m sure it could have been a combination of sleep deprivation and hormones. A third symptom of lack of sleep is behavioral disorders such as ADD and ADHD. The behaviors exhibited by those diagnosed with ADHD are similar to those who suffer from sleep deprivation. Daytime behavior was often improved when ADHD patients were treated with sleep disorder medications (Dahl, 1996). Personally, although I was never diagnosed with any type of behavioral problem, I did exhibit several behaviors that could have been indicative of ADHD such as disorganization, lack of focus, forgetfulness, and being easily distracted. I can easily understand how a significant number of children can be misdiagnosed with ADHD.

In reading, “Impact of sleep on learning and behavior in adolescents,” Matekika, Millrood, & Mitru (2002) suggested later start times for schools, ultimately allowing students to go to sleep later at night and sleep longer in the morning. Several local Minnesota high schools and middle schools incorporated these changes. The later start time for the students resulted in a decrease in average sick days and tardiness/lateness, and increased alertness and grades (Wahlstrom, Wrobel, & Kubow, 1998). Additionally, 57% of the teachers perceived students’ improved alertness during the first two classes, and 33% of the teachers perceived an improvement in student behavior (Wahlstrom et al., 1998).

Since the research suggests students need more quantity and quality of sleep, the later start time for schools seems appropriate. However, the drawbacks of incorporating this type of scenario may prove that this is a difficult task, as demonstrated in the Minneapolis school system when students and teachers missed classes due to extracurricular activities. This type of disruption also caused diminished relations between parents and teachers (Kubow et al., 1999).
In reviewing the data supporting increased sleep time during the adolescent stage, I believe education would be the best indicator of success. Parental control should still be enforced without the disruption of adolescent autonomy. Parents, allowing for adolescent input, should continue to enforce a bedtime, put limits on stimulating activities toward bedtime (i.e. computers, phones, television), and supply a relaxing environment for sleep. Parents and children should be educated about the benefits of proper sleeping patterns and the symptoms of sleep deprivation. This information, coupled with later school start times, could have the potential to create a positive, lasting impact on adolescent behavior, cognition, emotion, and academic performance. I would have to say I was a bit reluctant to even consider later start times. However, the data suggests I may have to reevaluate my views on this matter.

Devlin, E. (2016). Unionville among school districts considering later start times. Southern Chester County Weeklies. September 4, 2016. http://www.southernchestercountyweeklies.com/general-news/20160704/unionville-among-school-districts-considering-later-start-times
Centers for Disease Control and Prevention’s Morbidity and Mortality Weekly Report. August 6, 2015. http://www.cdc.gov/media/releases/2015/p0806-school-sleep.html
Dahl, R.E. (1996). The regulation of sleep and arousal: Development and psychopathology. Development and Psychopathology. 8, 3-27.
Dahl, R.E. (1999). Consequences of insufficient sleep for adolescents. Links between sleep and emotional regulation. Phi Delta Kappan, 80, 354-359.
Kubow, P.K., Wahlstrom, K.L., & Bemis, A.E. (1999). Starting time and school life. Reflections from educators and students. Phi Delta Kappan, 80, 366-371.
Mateika, J.H., Millrood, D., & Mitru, G (2002). Impact of sleep on learning and behavior in adolescents. Teachers College Record. 104, 704-726.
Wahlstrom, K., Wrobel, G., & Kubow, P. (1998). Executive summary of findings from Minneapolis school district start time study. Retrieved September 7, 2016. http://conservancy.umn.edu/bitstream/handle/11299/3902/CAREI%20SST-1998ES.pdf?sequence=1&isAllowed=y