The impact of school daily schedule on adolescent sleep
The impact of school daily schedule on adolescent sleep
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DOI：
10.1542/peds.2004-1649
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发表时间：
2005-06-01
期刊：
影响因子：
8
通讯作者：
Dubocovich, ML
中科院分区：
文献类型：
--
作者：
Hansen, M;Janssen, I;Dubocovich, ML
目标。这项研究的目的是检查开始上学对青少年睡眠的影响，比较工作日和周末的睡眠时间，并尝试通过早上给予明亮的光线来使昼夜节律睡眠/觉醒周期的时间正常化。这是一个涉及高中生及其家长以及高中和大学教师的合作项目，目的是向科学界贡献信息，同时教育学生有关研究过程以及他们自己的睡眠/觉醒周期和模式的知识。方法。 60 名即将入学的高中生从 8 月开始一直记睡眠/清醒日记，一直持续到 9 月开学后的两周。睡眠日记在 11 月和 2 月分别保存 1 个月和 1 个月。 11 月最后 2 周和 2 月最后 2 周，对 19 名学生进行了晨光治疗。神经心理学表现是通过计算机管理的测试来测量的。纸笔测试用于评估情绪和活力。测试期包括 11 月初和月底以及 2 月初和月底的连续 2 天。每天测试 3 次，即每天早上上学前（6:30 至 8:00 AM）、中午午餐时间（11:30 AM 至 1:00 PM）和下午（3:00-4:30 PM），每个测试日均进行测试。结果。开学后一周，青少年每晚睡眠时间减少多达120分钟，周末睡眠时间也比开学前（8月）明显延长（接近30分钟）。夏季工作日睡眠和学年周末睡眠之间没有发现显着差异。清晨的光照治疗不会改变每晚的总睡眠时间、情绪或计算机管理的警惕性测试结果。所有学生下午的表现都比上午好。早上上课的学生报告说他们更加疲倦，警觉性较差，并且必须付出更大的努力。结论。这项研究的结果表明，当前的高中开学时间导致青少年睡眠不足。与昼夜节律睡眠阶段的延迟一致，学生在当天晚些时候的表现比清晨更好。然而，早上暴露在强光下并不会改变睡眠/觉醒周期，也不会改善工作日的白天表现。解决青少年睡眠不足问题的短期和长期战略对于改善健康和最大限度地提高学校成绩是必要的。
Objectives. This study was initiated to examine the impact of starting school on adolescent sleep, to compare weekday and weekend sleep times, and to attempt to normalize the timing of the circadian sleep/wake cycle by administering bright light in the morning. This was a collaborative project involving high school students and their parents, as well as high school and university faculty members, for the purpose of contributing information to the scientific community while educating students about research processes and their own sleep/wake cycles and patterns.Methods. Sixty incoming high school seniors kept sleep/wake diaries beginning in August and continuing through 2 weeks after the start of school in September. Sleep diaries were also kept for 1 month in November and 1 month in February. Early-morning light treatments were given to 19 students in the last 2 weeks of November and the last 2 weeks of February. Neuropsychologic performance was measured with computer-administered tests. Paper-and-pencil tests were used for assessment of mood and vigor. A testing period consisted of 2 consecutive days at the beginning and end of November and at the beginning and end of February. Tests were given 3 times per day, ie, in the morning before school (6:30 8:00 AM), during midday lunch periods (11:30 AM to 1:00 PM), and in the afternoon (3:00-4:30 PM), on each of the test days.Results. Adolescents lost as much as 120 minutes of sleep per night during the week after the start of school, and weekend sleep time was also significantly longer (similar to 30 minutes) than that seen before the start of school (August). No significant differences were found between weekday sleep in the summer and weekend sleep during the school year. Early-morning light treatments did not modify total minutes of sleep per night, mood, or computer-administered vigilance test results. All students performed better in the afternoon than in the morning. Students in early morning classes reported being wearier, being less alert, and having to expend greater effort.Conclusions. The results of this study demonstrated that current high school start times contribute to sleep deprivation among adolescents. Consistent with a delay in circadian sleep phase, students performed better later in the day than in the early morning. However, exposure to bright light in the morning did not change the sleep/wake cycle or improve daytime performance during weekdays. Both short-term and long-term strategies that address the epidemic of sleep deprivation among adolescents will be necessary to improve health and maximize school performance.