The Importance of Sleep in Academia: Why Schools Must Adjust to the Needs of Their Students

Tony is a seventeen-year-old high school senior who feels tired every morning, regardless of how long he slept the night before. He has tried going to bed earlier, but can not seem to fall asleep until late at night. Tony wakes up at six o’ clock to get ready for school, but regularly arrives late simply because he moves so slowly in the mornings. Tony eventually develops a chronic tiredness, which leads to dropping grades and a lack of social activity. Tony represents millions of teenagers around the world. Students struggle with sleep deprivation as much as they do partially because they choose to stay up late, but also because their bodies prefer staying up late. Teens would best serve themselves by falling asleep and waking up a couple hours after the rest of the world, but are prevented from doing so by early school schedules. The ensuing lack of sleep has lead to an epidemic of underperforming students whose symptoms are almost entirely preventable. Schools must recognize and adapt to the natural sleep patterns of their already sleep deprived students. People often neglect sleep with the notion that they can still function without it, but in reality one simply can not function without sleep. Numerous bodily functions such as disease resistance, injury prevention, clear thinking, and mood stability clearly depend on adequate sleep (Amschler). Ronald E. Dahl, M.D., a professor at the University of California at Berkley’s School of Public Health, outlines the importance of sleep in an article he wrote for Phi Delta Kappan. Dahl explains that sleep and rest differ on many different levels. He claims that sleep creates a restorative state that rest cannot come close to replicating. Dahl proposes, “Anyone who doubts this should try the following experiment tonight: spend eight hours resting in bed, with eyes closed, body relaxed, mind floating, in a deeply tranquil state, but without ever going to sleep; then keep track of your mood and performance tomorrow.” Dahl further explains the active and continuous nature of sleep. A full night’s sleep, but with frequent interruptions has proven to be as unproductive as a general lack of sleep itself (Dahl). The body functions better with six hours of continuous sleep than it does with eight hours of sleep with two of three interruptions. If people deprive themselves of sleep, their bodies will eventually make up that deficit somehow. “Sleep homeostasis” is a term used to describe the body’s need to maintain appropriate levels of sleep (Borbely). The more one deprives oneself of sleep, the more vigorously their body will try to recoup the deficit (Borbely). This homeostatic relationship works on two levels; the body will compensate for the deficit not only by increasing the amount of time it stays asleep, but by intensifying that sleep as well (Borbely). Generally speaking, the longer one waits to replenish their sleep deficit, the harder it will be to do so. Different people, however, sleep differently. For example, the sleep patterns of teenagers differ greatly from that of the average human being. These differences in sleep patterns have been proven not by mere observations, but by science. Sleep patterns were the first trait to be linked directly to genetics (Herman). This link means that whatever people may do to alter their sleep habits; their bodies will always revert to their preferred pattern, given the chance. Ronald Konopka, a graduate student of a prominent geneticist in the mid-1950s, conducted and experiment with fruit flies to determine the range of variation of their circadian rhythms (Herman). Konopka determined the length of the natural rhythms of his species of fruit flies centered around twenty four hours (Herman). The conclusive part of the experiment however led to the discovery of mutations resulting in a ten-hour spread of period lengths (Herman). These mutations occur in humans, as well, leading to a similar spread of patterns. Understanding this principle of varying sleep patterns makes the notion that the patterns of teens differ greatly from those of adults more plausible. According to the National Sleep Foundation, “Biological sleep patterns shift toward later times for both sleeping and waking during adolescence – meaning it is natural to not be able to fall asleep before 11:00 pm.” (“Teens”). Furthermore, teens generally need roughly 9 ¼ hours of sleep to assure optimal daytime function whereas adults only require a minimum of seven hours (Teufel). One can calculate that the average teenager would best serve their body by not waking up until well after eight o’ clock in the morning, a common starting time for schools in the United States. However, in order to make it to school on time, teenagers must force themselves to wake up much earlier than their bodies would like. As a direct result of this conflict, typical teenagers sleep one to one and a half less hours per night than the recommended amount (Teufel). Only fifteen percent of teenagers sleep for at least eight and a half hours per night (“Teens”). However, the amount of sleep a teenager gets is not the only factor that affects daytime function. Teens tend to stay up late and then sleep in much longer than usual on the weekends in an attempt to recover that lost sleep. This irregular sleep pattern affects their biological clocks on a subconscious level, lessening the quality of the sleep (Horne). This prevalence of non-effective sleep leads to tangible consequences in everyday life.
The National Sleep Foundation has published a list of negative effects from prolonged sleep deprivation. It mentions making one more prone to pimples and other skin problems, leading to inappropriately aggressive behavior, unhealthy easting habits, exaggerated effects of alcohol and other drugs, and amplifying illnesses. The most relevant consequence on the list, though, is that sleep deprivation, “limits your ability to learn, listen, concentrate, and solve problems. You may even forget important information like names, numbers, your homework or a date with a special person in your life.” This last point links sleep deprivation to decreased academic performance; it’s difficult to excel in school with limited learning and problem solving capabilities. Along with the fact that students do indeed deprive themselves of sleep, these consequences have sparked some interest from researchers and polling organizations, thus leading to numerous studies and surveys surrounding the topic. One study conducted by Denise H. Amschler and James F. McKenzie, and published in the Journal of School Health, targeted information regarding the sleep habits of younger school children. A group of 260 fifth grade students and their twelve teachers were surveyed. Two instruments, the Sleep Self-Report and the Morningness/Eveningness portion of the School Sleep Habits Survey, were combined with questions designed by the administrators of the study formed a single questionnaire used to collect data from the students.
Amschler and Mckenzie’s study produced numerous results, of which the more relevant include: sixty-seven students (33.7%) reported a bedtime of 10 p.m. or later; seventy-five students (37.9%) reported regularly waking between 5 am and 6:45 am; one hundred sixty-four students (82.4%) reported regularly feeling sleepy during the day; only 27.1% could regularly fall asleep within twenty minutes; 58.8% had difficulties going to bed at least two nights per week; 63.8% felt they slept too little at least two to four nights per week; 68.4% have trouble falling back asleep after waking up in the middle of at least two to four nights per week; 80.9% had trouble waking up at least two to four mornings per week; 82.4% felt sleepy during the day at least two to four days per week; 33.6% of students yawn during the day; and 26.7% have difficulty staying awake throughout the school day.
All of these results verify the notion that school-aged children are sleep deprived, often as a direct result of having to wake up for school in the morning. The results even apply to older adolescent students. With an age gap of just a few years, the fifth grade subjects of this study share the same general sleep patterns with students in middle and high schools. Another study conducted by James Teufel, Stephen Brown, and David Birch, and published in the American Journal of Health, focused on sleep deprivation among nine hundred twenty-seven early adolescent students, ages nine to thirteen, in Illinois, Indiana, North Carolina, Michigan, Pennsylvania, and Wisconsin. The students completed the surveys during visits to National Association of Health Education Centers. Teufel and his associates recruited from twenty-seven schools, and among different grades within those schools.
The students anonymously answered questions via Computer Polling Systems (CPS). With the exception of two demographic questions, the survey focused completely on sleep perceptions and behaviors. The survey addressed ten research questions. The following questions and responses reflect some of the most relevant data from the survey. The first question asked: “Do most early adolescents in this sample not meet the recommended amount of sleep?” Most participants claimed not to meet their recommended amount of sleep. Only 14.1% actually met the recommended amount. Second, “After controlling for age and gender, are early adolescents who choose their own bedtimes more sleep deprived than those who have other people (mostly parents) choose their bedtimes?” This study shows with 95% confidence that decisional control over bedtimes accurately predicts sleep deprivation. Finally, possibly the most direct question asked: “Do the majority of participants report wanting more sleep?” 70.6% of the students reported a desire for more sleep, 46.2% went further in specifying they would prefer much more sleep. Teufel’s study, like the previous one, further clarifies the facts of sleep deprivation among adolescent students. It not only shows that students don’t get enough sleep, but also that they recognize their need for sleep and desire to do something about it.
Many have already proposed the obvious solution of simply delaying school start times. Patricia Kubow, Kyla Wahlstrom, and Amy Bemis, through the Center for Applied Research and Educational Improvement at the University of Minnesota, designed and conducted a study to gauge the plausibility and potential effectiveness of doing just that. They collected data from seven high schools, seven middle schools, and seventy one elementary schools in the Minneapolis area. These schools had just undergone the first system-wide change of school start times, and this study designed to ascertain the effects of those changes.
Kubow and her associates collected their data via a written teacher survey and focus groups. The focus groups were done first because many of the issues needed further clarification before an accurate questionnaire could be drafted. Across the entire study, fifty-four focus groups formed with the purpose of discussing the effects of delayed start times and identifying aspects of the changes that cause the greatest concern. A written survey, developed by the focus groups, and given to high school teachers served as the second medium of data collection. The survey consisted of twelve quantitative questions and three more open-ended questions. After being mailed to 568 high school teachers, the survey procured a 67% response rate.
The survey yielded generally positive results regarding the later start times. 57% percent of the teachers reported an increased number of students who had become more alert and attentive during the first two periods of the day, and 51% saw fewer students falling asleep in their classes. Despite a few negative responses from teachers who also worked as coaches complaining about interference with athletic schedules, the study revealed largely positive feedback to the delayed start times.
Nevertheless, despite logic and precedent, some still remain opposed to later school start times. Seeing as the arguments against delayed school hours remain more practical than academic, there lingers a disappointing lack of scholarly literature advocating the current schedule of the majority of schools in the United States. The National Sleep Foundation has, however, published “Eight Major Obstacles to Delaying School Start Times”. Much as the title suggests, the NSF outlines eight of the major arguments against delayed school start times.
Transportation poses arguably the biggest and most obvious impediment to delayed start times. Detractors claim the delicately balanced bus routes would be far too difficult to reorganize for the altered schedule (“Eight”). Several solutions may be offered to this effect, but one of the more prevalent is the encouragement of public transportation for older students. Public bus routes often follow similar patterns to those of school busses, and could be made discounted or free to students riding to or from school. Later start times would also cut down on the amount of morning accidents among teenage drivers as the teens would be more awake and alert given more time to sleep (“Eight”). It will require some critical thinking, but the issues surrounding transportation are certainly surmountable.
More students today take part in after school activities than ever before. Delayed start times would in turn mean delayed release times. This could easily cause conflicts with athletics, drama programs, after school jobs, and other activities that take place after school. Despite the concerns of these athletes, actors, and workers, most cases in which delayed start times have been implemented have not reported significant or detrimental problems with after school activities (“Eight”). It could also be said that a healthier sleep schedule might increase performance in the activities in question.
Later start times mean later dismissal times. With schools releasing their students later in the day, those students would have less time to access any public resources they might need to do their homework (“Eight”). However, being well rested could greatly increase their efficiency, allowing them to get their work done in the shortened amount of time after school anyways. Teachers must also be taken into account when considering the effects of an altered school schedule. Many might argue the later release times would take away from the time teachers spend with their families, but many teachers tend to stay after school planning or grading papers (“Eight”). With delayed start times, they could just as easily come in before school to do the same work they would have done after school the day before.
The majority of families operate on a fine-tuned schedule designed to meet the needs of all the members. Changing the schedule of something so concrete as school, something that has been the same for as long as parents can remember, is bound to disrupt these schedules and cause significant amounts of stress (“Eight”). At first, it might be a rough transition for many families, but once delayed school schedules become the norm, schedules will start to fit around them just as they do with the current times.
Uninformed parents and students also pose significant opposition to any form of change in school systems. Without being factually convinced of the benefits, people are not prone to take lightly to drastic changes in their everyday lives. Furthermore, school boards and education policy makers have not yet typically recognized sleep as a crucial aspect of academic performance (Wrobel). The public must be educated on the reasons for delaying school start times if there is ever to be hope of a popular consensus.
In order to address the growing epidemic of sleep deprived students, schools need to push back their starting times to better coincide with the natural sleep patterns of their students. The obstacles that doing so might create are all resolvable, and the benefits of giving students the opportunity to give their bodies adequate amounts of sleep would make any initial difficulties relatively insignificant. Sleep is the most important part of everyday life, and neglecting it interferes with everything else we do. Modern society encourages us to prioritize productivity over sleep: a decision which we make consciously, and one we simply can not live with.

WORKS CITED

Amschler, Denise H. "Elementary Students ' Sleep Habits and Teacher Observations of Sleep-Related Problems." Journal of School Health 2(2005):50. eLibrary. Web. 01 Sep. 2011.

Borbely, Alexander A. “The Quest for the Essence of Sleep.” Daedalus 2(1998):167. eLibrary. Web. 29 Aug 2011.

Dahl, Ronald E. "The Consequences of Insufficient Sleep for Adolescents." Phi Delta Kappan. Jan. 1999: 354-359. SIRS Researcher. Web. 01 Sep 2011.

“Eight Major Obstacles to Delaying School Start Times.” National Sleep Foundation. n.d. Web. 4 October 2011.

Herman, John H. "Circadian Rhythm Disorders in Pediatrics." Pediatric Annals 7(2008):488. eLibrary. Web. 01 Sep. 2011.

Horne, Jim. “State of the art: Sleep.” Psychologist 6(2001):302. eLibrary. Web. 29 Aug 2011.

Kubow, Patricia K., and others. "Starting Time and School Life." Phi Delta Kappan. Jan. 1999: 366-371. SIRS Researcher. Web. 01 Sep 2011.

“Teens and Sleep.” National Sleep Foundation. n.d. Web. 4 October 2011.

Teufel, James A; Brown, Stephen L; Birch, David A. "Sleep Among Early Adolescent Students." American Journal of Health Studies 1(2007):10. eLibrary. Web. 01 Sep. 2011.

Wrobel, Gordon D. "The Impact of School Starting Time on Family Life." Phi Delta Kappan. Jan. 1999: 360-364. SIRS Researcher. Web. 01 Sep 2011.

Cited: Amschler, Denise H. "Elementary Students ' Sleep Habits and Teacher Observations of Sleep-Related Problems." Journal of School Health 2(2005):50 eLibrary. Web. 01 Sep. 2011. Borbely, Alexander A. “The Quest for the Essence of Sleep.” Daedalus 2(1998):167 Herman, John H. "Circadian Rhythm Disorders in Pediatrics." Pediatric Annals 7(2008):488. eLibrary Horne, Jim. “State of the art: Sleep.” Psychologist 6(2001):302. eLibrary. Web. 29 Aug 2011. Kubow, Patricia K., and others. "Starting Time and School Life." Phi Delta Kappan. Jan. 1999: 366-371 Teufel, James A; Brown, Stephen L; Birch, David A. "Sleep Among Early Adolescent Students." American Journal of Health Studies 1(2007):10