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Collecting Sleep, Circadian, Fatigue, and Performance Data in Complex Operational Environments
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Teachers' preference for later school start times.

Joëlle N Albrecht1,2, Helene Werner1,2,3, Mei Ling Yaw1

  • 1Child Development Center, University Children's Hospital Zurich, University of Zurich (UZH), Zurich, Switzerland.

Journal of Sleep Research
|December 19, 2021
PubMed
Summary
This summary is machine-generated.

Many teachers prefer later school start times, aligning with their sleep needs and benefiting student engagement. Addressing sleep phase preference is key to supporting school schedule changes.

Keywords:
circadian rhythmsfirst morning lessonhigh schoolmultilevel logistic regression analysisonline surveysleep

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Area of Science:

  • Chronobiology
  • Educational Psychology
  • Sleep Medicine

Background:

  • Early school start times disrupt adolescent sleep-wake cycles, impacting health and well-being.
  • The benefits of later school start times are well-documented for students, but less so for teachers.
  • Teacher resistance to later start times is a significant barrier to implementation.

Purpose of the Study:

  • To investigate teachers' preferences for school start times.
  • To identify factors influencing teachers' preferences regarding school start times.
  • To explore the potential benefits of later school start times for teachers' well-being and teaching effectiveness.

Main Methods:

  • An online survey was administered to 694 teachers across 17 high schools in Zurich, Switzerland.
  • Teachers reported their preferred school start times and provided data on sociodemographic, work-related, and sleep characteristics.
  • Perceptions of students' engagement in early morning lessons were also assessed.
  • Mixed-effects models were used to analyze the data and predict preferences.

Main Results:

  • Over half of the teachers (51%) favored later school start times, with a median preferred delay of 25.2 minutes.
  • Significant predictors for preferring later start times included sleep characteristics (misalignment) and perceptions of students in early morning lessons.
  • Teachers experiencing greater sleep disruption and those more attuned to students' early morning difficulties were more likely to support later start times.

Conclusions:

  • Later school start times are desired by a significant portion of teachers, who themselves may benefit from adjusted schedules.
  • Understanding teachers' sleep patterns and their awareness of student challenges is crucial for overcoming implementation barriers.
  • Psychoeducation on sleep biology across the lifespan could foster greater teacher support for delaying school start times.