Delaying the start of classes in lower secondary schools

During adolescence, bedtime tends to become later due to a physiological phase delay. However, because of early school start times, adolescents experience chronic sleep deprivation, even though sleep is known to be closely linked to emotional regulation and learning abilities.

An experiment was conducted in France at the Sourdun Boarding School of Excellence. The results confirm the benefits highlighted in the international scientific literature: by delaying the start of classes from 8:00 a.m. to 9:00 a.m., without postponing the end of the school day, students increased their sleep duration. Positive effects were also observed on emotional and cognitive dimensions.

This note was written by Stéphanie Mazza, Eve Reynaud, Alexandre Grellet, Marc Gurgand, Adrien Pawlik, and Amandine Rey.

Abstract

After the age of 12, bedtimes become later as a result of a physiological delay in circadian phase. The use of screens in the evening contributes to this shift, but is not sufficient on its own to explain it. Due to early school start times, adolescents are chronically sleep deprived, even though sleep is known to be closely linked to cognitive performance and emotional regulation.

Research findings are consistent: delaying the start time of classes improves sleep duration and, as a result, students’ wellbeing and academic outcomes. This measure is therefore now considered one of the most robust recommendations, based on data from sleep science, chronobiology, and developmental psychology, in the fields of public health and education policy.

Key takeaways

During adolescence, bedtime is later due to a physiological circadian phase delay.
Teenagers are chronically sleep deprived as a result of early school start times. Screen use in the evening also contributes to delay sleep onset.
Sleep duration is closely linked to academic performance as well as behavioural and emotional regulation. Sleep deprivation does not need to be severe to cause disorders.
Studies confirm that changing school start times improves sleep duration and many indicators related to well-being and academic achievement.
Raising teenagers’ awareness of their biological rhythms may also prove more effective than simply limiting the amount of time they spend in front of screens.

Recommendations

A large-scale review could be undertaken to delay the start of classes (for example, by reducing the number of non-instructional periods during the day).
The CSEN also recommends strengthening sleep education, including initial and ongoing interdisciplinary training at all educational levels.

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Delaying the start of classes in lower secondary schools - a French experiment

Abstract

Key takeaways

Recommendations

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