School Start Research Articles

Saved by the Bell Schedule? The Effects of a Later School Start Time on High Schoolers in an Urban District

Later school start times have emerged as a potential policy to improve the sleep and educational outcomes of teenagers. This study uses a quasi-experimental comparative interrupted time series approach to examine a 90-min delay in start times in an urban district in North Carolina. Results show that the later start time resulted in more sleep for students and improved course grades but limited evidence of benefits to other educational outcomes. In addition, the evidence suggests that disruptions from the change may temporarily decrease some educational outcomes, and that these disruption effects are concentrated among low-income students and students of color.

Experiences of the disadvantaged children receiving family and school support in transition to preschool: ‘Mom! Leave my backpack and turn back home!’

ABSTRACT A successful school start is possible with a long and collaborative transition process. In this action research, the one-week transition program in preschool education in Turkey was extended to 8 months and supported with teacher–parent communication to examine children’s transition experiences during the process. The data were collected from 23 Turkish and 2 Syrian children and their families through observation, interview and document analysis and administered to content analysis. The Turkish children were observed to start preschool education more willingly establishing positive relationships with their teachers and peers, while the Syrian children experienced more adaptation problems due to language barriers.

Biology vs. ecology: a longitudinal examination of sleep, development, and a change in school start times

BackgroundSecondary school start times are associated with student sleep and daytime functioning; however, no study examining this association has included linked longitudinal data for both primary and secondary students. To understand the interplay between biology (ie, normal developmental changes in sleep) and ecology (ie, school start times), this study examined sleep and daytime functioning in elementary/primary and secondary school students over a three-year period that included changes to school start times. MethodsStudents (grades 3–10, n = 6168) and parents (for student grades Kindergarten-2, n = 2772) completed annual surveys before (pre-change) and for two-years after (post-change, follow-up) implementation of new school start times (elementary/primary: 60 min earlier, secondary: 50–80 min later). Participants were 48.9% female, 65.5% White, and 16.2% qualified for free/reduced lunch. ResultsWith new school start times, significant changes were found for weekday wake times and sleep duration; elementary/primary students woke earlier (23 min) and obtained less sleep (14 min), while secondary students woke later (44 min) and obtained more sleep (31 min). Small changes in weekend sleep duration (<7 min) were found across levels. Secondary school students had significant improvements in daytime functioning post-change, due in part to changes in sleep duration. Minimal changes in elementary/primary students’ daytime functioning was found, despite shorter sleep duration. ConclusionsSchool start times are a significant factor in weekday wake times for students across grade levels, while later bedtimes are more a factor of normal development. Later start times positively affected secondary students’ daytime functioning, with non-significant findings for earlier elementary/primary start times.

Association Between Homeschooling and Adolescent Sleep Duration and Health During COVID-19 Pandemic High School Closures

Although negative associations of COVID-19 pandemic high school closures with adolescents' health have been demonstrated repeatedly, some research has reported a beneficial association of these closures with adolescents' sleep. The present study was, to our knowledge, the first to combine both perspectives. To investigate associations between adolescents' sleep and health-related characteristics during COVID-19 pandemic school closures in Switzerland. This survey study used cross-sectional online surveys circulated among the students of 21 public high schools in Zurich, Switzerland. The control sample completed the survey under regular, prepandemic conditions (May to July 2017) and the lockdown sample during school closures (May to June 2020). Survey respondents were included in the study if they provided their sex, age, and school. High school closures during the first COVID-19 pandemic wave in Switzerland (March 13 to June 6, 2020). Sleep-wake patterns, health-related quality of life (HRQoL, assessed by the KIDSCREEN-10 questionnaire), substance use (caffeine, alcohol, and nicotine), and depressive symptoms (lockdown sample only; assessed using the withdrawn/depressed scale from the Youth Self Report). Multilevel regression models were used to assess sample differences and associations of health-related characteristics with sleep duration and depressive symptoms. The total sample consisted of 8972 students, including 5308 (59.2%) in the control sample (3454 [65.1%] female) and 3664 (40.8%) in the lockdown sample (2429 [66.3%] female); the median age in both samples was 16 years (IQR, 15-17 years). During school closures, the sleep period on scheduled days was 75 minutes longer (semipartial R2 statistic [R2β*], 0.238; 95% CI, 0.222-0.254; P < .001) and the students had better HRQoL (R2β*, 0.007; 95% CI, 0.004-0.012; P < .001) and less consumption of caffeine (R2β*, 0.010; 95% CI, 0.006-0.015; P < .001) and alcohol (R2β*, 0.014; 95% CI, 0.008-0.022; P < .001). Longer sleep duration was associated with better HRQoL (R2β*, 0.027; 95% CI, 0.020-0.034; P < .001) and less caffeine consumption (R2β*, 0.013; 95% CI, 0.009-0.019; P < .001). In the lockdown sample, an inverse association was found between depressive symptoms and HRQoL (R2β*, 0.285; 95% CI, 0.260-.0311; P < .001) and a positive association was found with caffeine consumption (R2β*, 0.003; 95% CI, 0.000-0.008; P = .01). In this survey study, 2 opposing associations between school closures and adolescents' health were identified: a negative association with psychological distress and a beneficial association with increased sleep duration. These findings should be considered when evaluating and implementing school closures. Furthermore, the findings provide support for delaying school start times for adolescents.

Intake of n-3 LCPUFA and trans-fatty acids is unrelated to development in body mass index and body fat among children

BackgroundThe number of children and adolescents with obesity has increased worldwide. Some studies have found an increase in the intake of n-3 long-chain polyunsaturated fatty acid (LCPUFA) to be beneficial for weight and obesity status. The objectives of this study were to examine if intake of trans-fatty acids (TFA) and n-3 LCPUFA at school start was associated with weight and body fat development in the following 3 and 7 years, and if substituting other fats for n-3 LCPUFA in regression models influenced weight and body fat development.MethodsA total of 285 children (boys:130, girls:155) were included in this study. Weight, height and skinfold thickness (SF) of children were measured at age 6, 9 and 13 years by trained research personnel. Multivariate linear regression models were used to investigate the associations between n-3 LCPUFA or TFA intake and subsequent changes in body mass index (BMI) or SF. To investigate substitution effects, we constructed regression models including information on n-3 LCPUFA and all other energy given components of the diet, except for the nutrient to be substituted (all other fats and specific subgroups; saturated fatty acids (SFAs), monounsaturated fatty acids (MUFAs) and other polyunsaturated fatty acids (PUFAs)).ResultsNo significant associations were observed between intake of TFA or n-3 LCPUFA and changes in BMI and SF. Also, results from regression analysis showed substituting other fats for n-3 LCPUFA did not associate with BMI or SF development.ConclusionThe lack of associations between n-3 LCPUFA and TFA and adiposity suggests that fat composition in the diet does not play a major role in obesity development among school-aged children.

An ecological perspective on early educator well-being at the start of the COVID-19 pandemic

Early educator well-being is increasingly understood as a critical ingredient of high-quality early education and care. The COVID-19 pandemic has threatened educator well-being by exacerbating existing stressors and introducing novel stressors to all aspects of early educators’ lives, and early educators have had differential access to resources to cope with these new circumstances. Using survey data collected between April and June 2020 with a sample of 666 early educators in community-based center, family child care, Head Start, and public school prekindergarten programs across Massachusetts, we document the pandemic's initial influence on educators’ sense of well-being. Adopting an ecological perspective, we consider educator-, program-, and community-level factors that may be associated with reported changes in well-being. Most educators indicated that their mental and financial well-being had been affected. These changes were not systematically associated with most contextual factors, although there was clear evidence of variability in reported impacts by provider type. These findings underscore the need to support educator well-being, as well as to create policy solutions that meet the heterogeneous needs of this essential workforce.

Sleep in the time of COVID-19: findings from 17000 school-aged children and adolescents in the UK during the first national lockdown.

Study ObjectivesSleep is essential to young people’s wellbeing, yet may be constricted by the adolescent delayed sleep phase coupled with school start times. COVID-19 restrictions caused major disruptions to everyday routines, including partial school closures. We set out to understand changes in students’ self-reported sleep quality, and associations with mental wellbeing and interpersonal functioning, during these restrictions.MethodsThe OxWell school survey—a cross-sectional online survey—collected data from 18 642 children and adolescents (aged 8–19 years, 60% female, school year 4–13) from 230 schools in southern England, in June–July 2020. Participants completed self-report measures of the impact of COVID-19 restrictions on sleep quality, happiness, and social relationships. Sleep timing was compared with data collected from 4222 young people in 2019.ResultsFemales and older adolescents were more likely to report deteriorations in sleep during the national lockdown. Regression analysis revealed that changes in happiness (β = .34) and how well students were getting on with others in their household (β = .07) predicted change in sleep quality. Students’ bedtimes and wake times were later, and sleep duration was longer in 2020 compared to the 2019 survey. Secondary school students reported the greatest differences, especially later wake times.ConclusionsDuring COVID-19 restrictions, sleep patterns consistent with adolescent delayed sleep phase were observed, with longer sleep times for secondary school students in particular. Perceived deteriorations in sleep quality were associated with reductions in happiness and interpersonal functioning, highlighting the importance of including sleep measures in adolescent wellbeing research.

Early Birds in Elementary School? School Start Times and Outcomes for Younger Students

Early Birds in Elementary School? School Start Times and Outcomes for Younger Students

The Long-Run Impacts of Mexican-American School Desegregation

We present the first quantitative analysis of the impact of ending de jure segregation of Mexican-American school children in the United States by examining the effects of the 1947 Mendez v. Westminster court decision on long-run educational attainment for Hispanics and non-Hispanic whites in California. Our identification strategy relies on comparing individuals across California counties that vary in their likelihood of segregating and across birth cohorts that vary in their exposure to the Mendez court ruling based on school start age. Results point to a significant increase in educational attainment for Hispanics who were fully exposed to school desegregation. Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.

Senzorna integracija kao preduslov za razvoj akademskih veština dece

The readiness to start school includes the emotional and social maturity of the child. In order for a child to master the demands of the school program as easily as possible, a certain harmony is needed in the development of his abilities. The ability of sensory perception and the ability to integrate sensory stimuli specifically determine the development of reading and writing skills. The aim of this study is to analyze the ability to read and write in hypersensitive and hyposensitive types of sensory integration disorders, with special reference to the analysis of individualization measures in the work with these students in the school system. Disorder of sensory integration is expressed in two basic forms: increased sensitivity (hypersensitivity) and decreased sensitivity (hyposensitivity). In the school system, both forms of sensory integration disorders dominate. Hypersensitivity is manifested by rapid mental fatigue compared to other children. These children have difficulty reading and writing at the same time. They can read a word in many different ways without realizing it. Compared to the hypersensitive child who seems inert, the hyposensitive child is in constant motion, craving additional sensory stimuli in the classroom. These children have great problems with reading and writing figures and symbols such as tables, geometric shapes and musical symbols. Adjusting the teaching material for these children means increasing the font and font color before reading, dividing large-scale tasks into smaller units, using different types of writing pens, constantly emphasizing important units in the lesson, providing a summary of the lesson at the end of the lesson, and occasionally checking the legibility of the handwriting. In this way, students are provided with easier visual, auditory and tactile processing, and therefore more successful writing, reading and understanding of the read material. Thus, a student with sensory processing disorder can achieve academic success, but it is necessary to adapt the curriculum to the appropriate level of sensations.

School Starting Age and Academic Performance: An Empirical Study in Indonesia

School entry regulations in Indonesia have a specific cutoff date for enrolment and it requires children to start school at the age of seven. In practice, there were schools that allowed children to start elementary school before reaching seven years old. This might create age differences between children in the same grade at school. Some literature has been shown that older students outperform younger students in the school outcomes. For instance, higher education attainment, reduce grade repetition, and excellent academic performances. However, limited evidence exists about the school starting age and academic performances in Indonesia. In order to determine whether the school starting age rule in Indonesia affects children’s academic performance, this study utilizes the Indonesian Family Life Survey (IFLS wave) 5 and regression discontinuity design. This study found that older entrance might get lower score compared to the children who start school at early age. Based on the results, entering school earlier might increase the average of total score by 2.687 grade points higher than older entrance.

Equal Benefits? An Examination of the Potential Consequences of Later School Start Times for Adolescents and Their Mental Health

Given the documented benefits of later school start times on adolescents' mental health, the aim of the current study was to examine if the association between school start times and depressive symptoms differed across adolescents from families of different socioeconomic status levels. Using a cross-sectional design, the current study incorporated an online survey for high school students and their parents across the United States, with average sleep duration measured through a 7-day sleep diary. A total of 193 adolescent (Meanage =15.7 years old, SD=.94; 54.4% female; 71% white) and parent (Meanage =47.6 years old, SD=5.4; 80% female; 79% white) dyads participated. Adolescents reported on depressive symptoms, sleep quality and duration, chronotype, and demographic covariates; parents reported on school start times and socioeconomic status. Results suggested that only in adolescents from higher socioeconomic status families (+1 SD) did the association between later start times and fewer depressive symptoms emerge as significant. Although more school start times research is needed to understand its impact across diverse groups of students, current findings suggest a disproportionate benefit of reduced depression for youth from families of higher socioeconomic status with having a later start time.

Teachers' preference for later school start times.

SummaryEarly morning school start times conflict with biologically determined sleep phase preference and thus contribute to common sleep deficits. This conflict is most pronounced in adolescents, and numerous studies have confirmed that later school start times are beneficial for their sleep and health. However, the conflict continues to exist beyond adolescence and, accordingly, also teachers might benefit from later school start times, but this has gained little attention so far. Importantly, teachers’ resistance to delay school start time is one of the key barriers for a successful implementation and, therefore, teachers’ school start time preferences and influencing factors are important to consider. To this end, we conducted an online survey. Teachers (n = 694, 56.1% female) from 17 high schools in Zurich, Switzerland, participated in the study. They indicated their school start time preference. In addition, four predictor blocks were assessed: sociodemographic, school‐/work‐related, and sleep characteristics, as well as teachers’ perception of students in the first morning lesson. Mixed models were applied to predict the preference. The majority (51%) endorsed later school start times (median preferred delay 25.2 min). School start time, sleep characteristics and perception of students in the first morning lesson were significant predictors for the preference. Thus, teachers with more misaligned sleep and higher awareness for students’ issues in the early morning were more likely to report a preference. This suggests psychoeducation about sleep biology throughout life span to be an effective measure to increase teachers’ support to delay school start time, especially because also they themselves are likely to benefit from later school start times.

The mentored experience to enhance opportunities in research (METEOR) program

ABSTRACT Problem Medical students from groups that are underrepresented in medicine are less likely to pursue careers that incorporate research as compared to their white peers. Clinical and Translational Science Award (CTSA)-funded institutions encouraged centers to establish short-term, mentored summer research opportunities to motivate students underrepresented in medicine to enroll in medical school and ideally choose a career that incorporates research into their clinical practice. Approach The Mentored Experience To Enhance Opportunities in Research (METEOR) Program was established in 2012 in partnership with the Clinical and Translational Science Institute at Children’s National (CTSI-CN) and The George Washington University (GW) School of Medicine and Health Sciences. Rather than a single summer experience, the METEOR Program is innovative in that it is intended to support the success of participants throughout the duration of their medical school training and beyond. Outcomes Scholarly output of participants of the first four cohorts included 23 empirical research articles in peer-reviewed journals, five review articles, eight case reports, one empirical research article in a student-led journal, one commentary in a professional journal, 20 university-based poster presentations, three national poster presentations, and one international poster presentation. Interviews revealed themes aligned with constructs of the Social Cognitive Career Theory. Overall mentorship was seen as a key component of the METEOR Program. In addition, the ability to come to campus prior to the start of medical school, as part of a cohesive cohort, along with the addition of lectures and field trips, further enhanced participants’ experiences. Next Steps Our findings will be incorporated into improvements to the program for future cohorts and may inform the design of similar mentored research programs. With increased enrollment, quantitative studies of the effectiveness of the program are planned.

397. Impact of School Opening Model on Cases of SARS-CoV-2 in Surrounding Communities: A Nationwide, Retrospective Cohort Study

BackgroundEarly in the COVID-19 pandemic, elementary and secondary schools were closed. There was variation in school opening mode (traditional, hybrid, remote) in fall 2020.The aim of this national, retrospective cohort study is to evaluate the impact of in-person learning on community incidence of SARS-CoV-2 and COVID-19-related deaths.MethodsData were extracted from several data sources. School opening mode was collected from the Burbio school tracker, which tracks school openings in a sample of school districts across the US. Incidence of SARS-CoV-2 and COVID-19 related deaths were obtained from the CDC. Data on community-level SARS-CoV-2 mitigation measures were obtained from the Oxford University COVID-19 Government Response Tracker. The effect of school mode on SARS-CoV-2 cases and deaths/100,000 during the 12-weeks following the start of school was estimated using a log-linear model with state, week, and state-week fixed effects. Models were stratified by 9 US Census divisions and adjusted for variables determined a priori to be potentially associated with the outcome.Results519 US counties were included (Figure 1); mean cases of COVID-19 were increasing across all regions during the weeks following the start of school, regardless of school mode. Adjusted absolute differences in COVID-19 cases in counties with hybrid and traditional school opening modes relative to fully remote learning models are presented in Figure 2. In the Northeast and Midwest regions of the country, COVID-19 case rates were not statistically different between different school modes. However, in the South and West regions, there was a statistically significant increase in cases per week among counties that opened in an in-person relative to remote learning model, ranging from 17.1 (95% CI: 0.3-33.8) to 24.4 (95% CI: 7.3-41.5) in the South and from 19.0 (95% CI: 8.8-29.3) to 109.2 (95% CI: 50.4-168.0) in the West. There was no impact of school opening mode on COVID-19-related deaths.Figure 1. Map with distribution of counties and school opening mode across the United States Figure 2. Impact of school opening mode on subsequent cases of SARS-CoV-2, stratified by region. ConclusionImpact of school mode on community case-rates of SARS-CoV-2 varied across the US. In some areas of the country, traditional school mode was associated with increases in case rates relative to virtual while there were no differences in other regions.Disclosures All Authors: No reported disclosures

The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

Same-race friendship preference across the middle school years: The role of school racial/ethnic context.

The current study examined the developmental trajectory of same-race friendship preference of racially/ethnically diverse students over the course of middle school. Participants were African American, Asian, Latinx, and White youth recruited at the start of middle school in 6th grade (N = 4,361; Mage = 11.33 years) and followed across the 3 years of middle school. School racial/ethnic diversity and the racial/ethnic representation of students in their academic classes, including honors classes, were examined as predictors of friendship preferences over time. Results from latent growth curve models revealed that same-race friendship preference increased over the course of middle school and was shaped by both the school and classroom racial/ethnic context, above and beyond availability. Greater school racial/ethnic diversity predicted steeper increases in same-race friendship preference over time for all racial/ethnic groups. However, there were interactions involving race/ethnicity when the analyses focused on how students were represented in their academic classes compared with school. African American and Asian youth who were underrepresented in honors classes showed steeper increases in same-race friendship preference over time. Implications for prejudice reduction and creating more inclusive school environments are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Citizenship and education trajectories among children of immigrants: A transition-oriented sequence analysis

During recent decades, the educational outcomes of the children of immigrants have been extensively studied, with a growing emphasis on the heterogeneity of the so-called second generation. Yet, the impact of host country citizenship on children's educational outcomes has only received limited attention so far, although children of immigrants do not get automatic birthright citizenship in most European countries. Focusing on the Netherlands, this paper compares educational trajectories among citizen and non-citizen children of immigrants. Register data and sequence analysis are used to map and cluster the trajectories of a full cohort of second-generation students from the start of secondary school. We apply a variant of optimal matching focusing on sequences of transitions, which enables us to uncover different patterns of (im)mobility within a stratified school system better than the standard approach. Multinomial logistic regressions show that students who acquire Dutch citizenship are significantly more likely to follow upward trajectories, taking advantage of the system's flexibility and "back doors". Conversely, not having Dutch citizenship is associated with a higher risk of dropout and school interruptions. These findings are in line with our theoretical expectation that, during the naturalisation process, parents acquire or further develop important resources for navigating a complex educational system such as the Dutch one.

Improving the Indoor Air Quality in Nursery Buildings in United Arab Emirates.

Children inhale indoor air at 400 mL/min∙kg per body weight, 2.76 times more than adults. They have weaker immunity than adults and are more exposed to asthma, allergies, and atopic diseases. The objective of this paper is to suggest effective management and improvement measures for indoor air quality for nurseries. As a methodology, 16 nurseries (total of 35 classrooms) were selected to measure the indoor air quality compared with WHO IAQ Standard, and identify the daily concentration change of the pollutants. Based on the measurements, IAQ improvements for selected facilities are carried out to compare the results before and after improvement. The result has shown that the concentration of Carbon Dioxide (CO2), Total Volatile Organic Compounds (TVOC), Total Suspended Particles (TSP) and formaldehyde (CH2O) exceeds WHO IAQ standards. The concentration of CO2 and TSP is changed mainly by physical activity of children and that of CH2O and TVOC is changed mainly by ventilation after school start. TVOC decreased by 46.4% and the TSP decreased by 21.7% after air purifier, but CH2O and TVOC increased 1.8–3.8 times after interior renovation with low-emission finishing materials. After new ventilation installation, the CH2O and TVOC reduced half and the TSP reduced one third. It is proven that the most effective way to reduce the concentration of air pollutants in nurseries is the installation of a new ventilation system, followed by an air purifier. The renovation with low-emission finishing materials cannot improve IAQ in a short period of time.

Let Them Eat Cake: Why the Inherent Bias in Professor Grading Should Change to Individual Performance Assessments

Self-performance and other appraisal is a ubiquitous part of the organizational landscape in the U.S. If you ask employees, however, it is not a popular one. In viewing the way people are assessed from the start of grade school through professional careers, final performance evaluation is almost always in the hands of somebody else telling us our worth, and often without full context or information. Therefore, when it comes to writing and rating from a personal perspective, a lack of tools, including practice and objective self-assessment, can cause a serious impediment to an employee’s ability to achieve promotions, earn bonuses and raises, and further their professional progression. More importantly, assessments on individuals as done by others have brought about mounds of research on the inherent bias of such systems, at all levels. This paper examines that bias as it applies to professors grading their students’ work, and outlines teaching students, and business professionals, how to properly evaluate their performance and advocate for themselves as a valuable lifelong skill.