Topic
Selection: Schools should start later
1.
Sleep deprived effects of fatigue on high school
students (improve students performances)
2.
Increase attendance/ completion
3.
Less likely to skip breakfast (improve health)
What do I
already know?
-
High school students are often tired in the
morning while the younger kids are already up and ready to start their day
-
Students skip breakfast because they over sleep
and don’t have enough time in the mornings
-
Suffer from mood swings and depression
-
Falling asleep in schools
-
Attendance goes down because students want sleep
What do I still need to know?
-
What time to schools start now?
-
What is the preferred amount of sleep time?
-
How long do students actually sleep for?
-
What are the negative effects of sleep
deprivation?
-
What’s a specific case of a cognitive test/
sleep deprivation study? What were the results?
-
What are students’ performance levels at
different times of the day?
-
How much better do well rested students do vs.
students who aren’t well rested
What is the average attendance every day in high school?
-
What are todays dropout rate/ graduation rate?
-
Have any schools made the change of the start
and end time in high schools?
-
What are the health effects of lack of sleep?
-
What could skipping breakfast do to the body?
-
Why do people want to keep high school early?
-
How can I refute those opinions?
-
Has the USA fallen in the international rank?
-
Is the curriculum the real problem? Or is it
sleep deprived children?
What my research told me
-
This research indicates that school bells that
ring as early as 7:00 a.m. in many parts of the country stand in stark contrast
with adolescents' sleep patterns and needs. (http://www.sleepfoundation.org/article/sleep-topics/school-start-time-and-sleep)
-
Most teens need about 8½ to more than 9 hours of
sleep each night. (http://kidshealth.org/teen/your_body/take_care/how_much_sleep.html)
-
The authors found that 10 percent of adolescents
sleep only five hours and 23 percent sleep only six hours on an average school
night. More females than males have sleep deficits as do more African-Americans
and whites compared to Hispanics. Nearly 20 percent more 12th-grade students
have sleep deficits than do those in ninth grade. (http://www.cfah.org/hbns/2010/most-high-school-students-are-sleep-deprived)
-
Decreased
Performance and Alertness: Sleep deprivation induces significant reductions in
performance and alertness. Reducing your nighttime sleep by as little as one
and a half hours for just one night could result in a reduction of daytime
alertness by as much as 32%.
-
Memory
and Cognitive Impairment: Decreased alertness and excessive daytime sleepiness
impair your memory and your cognitive ability -- your ability to think and
process information.
-
Stress
Relationships: Disruption of a bed partner's sleep due to a sleep disorder may
cause significant problems for the relationship (for example, separate
bedrooms, conflicts, moodiness, etc.).
-
Poor
Quality of Life: You might, for example, be unable to participate in certain
activities that require sustained attention, like going to the movies, seeing
your child in a school play, or watching a favorite TV show.
-
Occupational
Injury: Excessive sleepiness also contributes to a greater than twofold higher
risk of sustaining an occupational injury.
-
Automobile
Injury: The National Highway Traffic Safety Administration (NHTSA) estimates conservatively
that each year drowsy driving is responsible for at least 100,000 automobile
crashes, 71,000 injuries, and 1,550 fatalities. (http://www.webmd.com/sleep-disorders/features/important-sleep-habits)
-
Peter
Tripp: 201 Hours
-
-
The
New York DJ, Peter Tripp, set a world record for sleep deprivation in 1959. He
went for 201 hours (8.4 days) without sleep. He spent most of the time in a
glass booth in Times Square, and the rest in a hotel room across the street,
set up as a laboratory to monitor his reactions.
-
-
The
stunt produced strange results. After three days, Tripp began to find things
hilarious that weren't funny at all. At other times, he became upset for no
reason. He was also confused, asking why there were bolts in the window frames.
-
-
By
day four, he was suffering from hallucinations and paranoia. At first they were
simple patterns - like cobwebs on the doctors' faces, or imagining that paint
specks on the table were insects.
-
-
But
soon his hallucinations became 3D. Tripp imagined mice and kittens scurrying
around the room...
-
-
Eventually,
Peter Tripp became psychotic. He rummaged through draws looking for
non-existent money. He accused a technician of trying to harm him. He then
claimed he was not Peter Tripp but an imposter. Nothing made sense to him.
-
-
On
reaching his 200-hour target, Tripp was made to stay awake for one final hour
while doctors did more tests. They left the EEG in place as he finally closed
his bloodshot eyes and entered a deep 13-hour slumber.
-
-
He
may have been physically restored, but Tripp's family soon noticed a difference
in his personality. His wife said he was moody and depressed. He fought with
his boss, became involved in the payola scandal, and was fired from his high
profile job as a radio DJ. He went on to have four divorces. Some would say the
sleep stunt changed Peter Tripp forever. (http://www.world-of-lucid-dreaming.com/sleep-deprivation.html)
PAPER ON MY
TOPIC
-
“Since
children’s time of day preference shifts towards eveningness as they get older,
their cognitive functioning is likely to be at its peak more towards the
afternoon than in the morning. Thus, if important basic classes such as reading
and mathematics are taught in the morning, older school children will be
learning this critical material at their less-preferred or non optimal time of
day, resulting in poorer school performance than might be found were the
courses in greater synchrony with circadian arousal rhythms.” (Cardinali,
Chronoeducation: How the Biological Clock Influences the Learning Process,
publish. in, The Educated Brain: Essays in Neuroeducation, supra, p. 122,
citation omitted.)
-
DROP
OUT RATES
-
Each year,
approximately 1.3 million students fail to graduate from high school;
more than half are students of color.1 The graduation rate among students of color is as much
as twenty-five percentage points below their white peers.
-
Students
drop out because they are failing. They
are failing because of lack of sleep!
SPECFIC
SCHOOL WHO CHANGED THEIR START TIME
-Data collected from the two Minneapolis-area school
district—Edina, a suburban district who changed their high school start time
from 7:20 to 8:30, and the Minneapolis Public Schools, who changed their start
time from 7:15 to 8:40—provided Wahlstrom and her colleagues information
regarding the work, sleep, and school habits of over 7,000 secondary students,
over 3,000 teachers, and interview data from over 750 parents about their
preferences and beliefs about the starting time of school.
The
study has laid the groundwork for similar changes in other school districts,
supplying concrete results of putting the research into practice.
For
example, initially Edina parents were concerned about the effect of later
starts on such logistical issues as busing, athletics, and child care for
younger students. But at the end of the first year of implementation, 92
percent of respondents on a survey for Edina high school parents indicated that
they preferred the later start times.
Additional
data from the study done in Minneapolis schools showed that there was a
significant reduction in school dropout rates, less depression, and students
reported earning higher grades.
This
research has had a major impact nationally. Wahlstrom receives numerous
inquiries on a daily basis from teachers, superintendents, parents, and school
nurses from every state in the nation requesting more information about the
findings of their research and how they can use that research to change
policies in their districts.
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