A new study is investigating the potential benefits of starting school later for adolescents, aiming to align school schedules with teenagers’ natural sleep patterns. Researcher Theresa Lemke from the National Centre for Suicide Research and Prevention at Karolinska Institutet is leading this initiative, which focuses on how adjusted school timings could positively influence students’ mental health and academic performance.
Between the ages of 13 and 18, teenagers experience a biological shift that affects their sleep cycles. This shift often results in them feeling more awake later in the evening and struggling to wake up early in the morning. As a result, many adolescents find it challenging to obtain the recommended 8-10 hours of sleep. Lemke explains, “The change is not permanent. The earlier sleep pattern returns as a young adult.”
Lemke’s research emphasizes the critical connection between insufficient sleep and mental health issues. In a previous study conducted among adolescents in Stockholm, findings revealed that students who sleep less are at a higher risk of developing symptoms of depression and experiencing suicidal thoughts. “Insufficient sleep affects emotional regulation, which could influence the classroom environment and the likelihood of conflicts in school,” she adds.
The current study aims to examine the effects of a later school start time on concentration and learning. Lemke suggests that starting the school day at 09:00 for lower secondary students is a prudent approach. However, she cautions that the research originates from countries with different educational systems, such as the United States, where school buses impact scheduling. To address this, a pilot study is being conducted in several Swedish schools to evaluate the effects of later start times.
Interviews with students and headteachers in Sweden reveal varied perspectives on the matter. Many headteachers acknowledge that lack of sleep among adolescents is a significant issue. However, they attribute this problem to factors such as increased screen time and social media rather than the natural changes in sleep rhythms. Conversely, students generally express enthusiasm for a later start, although some have voiced concerns about potential conflicts with leisure activities.
A common query regarding later school start times is whether such a change merely shifts bedtime. Previous research indicates a positive outcome; starting school an hour later can increase sleep duration by an average of half an hour. Lemke points out, “That may sound minimal, but when it comes to the risk of depression, we know that half an hour of additional sleep can reduce the risk by 10 percent.”
Headteachers, who ultimately decide on school start times, often express a desire to implement evidence-based practices concerning student health. Nevertheless, they require solid scientific backing to illustrate that a later start genuinely benefits students. Lemke believes that the ongoing studies could have a significant impact on educational policy and student wellbeing.
As the discourse surrounding school start times evolves, the findings from this research could pave the way for changes that better accommodate the needs of adolescents, potentially enhancing their academic performance and mental health.
