Socioecological approach to school start times and sleep health disparities in underrepresented youth

项目总结/摘要 早期的学校开始时间有助于青少年睡眠不足和睡眠时间不规律的流行 (i.e.,睡眠健康（Sleep Health）睡眠不好反过来又会导致健康状况不佳、学习成绩不好， 抑郁的情绪。延迟开始时间是改善青少年睡眠健康的一种方法;然而， 少数民族青年比白色青年更有可能有次优的睡眠健康，他们通常 在延迟开始时间的报告中所占比例偏低。此外，在高血压人群中， 上学时间较晚的学生。因此，我们还需要确定其他鼓励善的社会因素。 在早睡晚起的情况下的睡眠健康。目前的研究将探讨如何多 这些过程都集中在青少年的睡眠健康上。特别是，我们将研究宏观 （社区/政策）和微观（家庭/个人）层面的影响 青少年及其家庭。本项目的目标是（1）确定是否以及如何在以后的学校 开始时间有助于青少年睡眠健康的差异和成就差距;（2）检查 青少年及其家庭之间的睡眠健康和家庭功能的相互作用;（3）确定 上学时间对家庭功能和青少年睡眠之间的关联的调节作用 健康为了实现这些目标，当前的研究将调查来自高中的400名青春期青年， 在SES、种族和民族方面具有可比性，但开始时间不同。其中的一个子集（100对父母-青少年） 将被纳入一项为期14天的研究，目标是睡眠健康（活动记录仪，日记）和日常功能。我们 这种方法将有助于对学校开学时间和成绩差距的小文献，并将澄清 容易受到伤害的青少年的多个系统（学校政策、家庭和个人）之间的联系 睡眠健康不佳此外，我们将包括对SES的多项评估，以更好地阐明 以及种族、社会经济地位和学校开学时间背景下的睡眠之间的关系。这些贡献将提供多方面的- 降低种族和经济睡眠健康风险的水平目标-睡眠健康的一个关键目标 青少年中的不平等现象增加。

PROJECT SUMMARY/ABSTRACT Early school start times contribute to the prevalence of youth insufficient sleep and irregular sleep timing (i.e., poor sleep health). Poor sleep health, in turn, contributes to poor health, low academic performance, and depressed mood. Delayed start times are one way to improve sleep health in adolescents; however, minority youth are more likely than white youth to have suboptimal sleep health and they are generally underrepresented in reports of delayed start times. Moreover, insufficient sleep is still observed among high schoolers with later school start times. Thus, we also need to identify other social factors that encourage good sleep health in the context of early and late start times. The current study will examine how multiple processes converge on an adolescent's sleep health. In particular, we will examine macro (community/policy) and micro (family/individual) level effects of start times in disadvantaged adolescents and their families. The goals of this project are to (1) determine whether and how later school start times contribute to disparities in adolescent sleep health and to achievement gaps; (2) examine the degree of reciprocity of sleep health and family functioning between adolescents and their families; and (3) determine the moderating effects of school start times on the association between family functioning and adolescent sleep health. To meet these objectives, the current study will survey 400 adolescent youth from high schools that are comparable in SES, race, and ethnicity but vary on start times. A subset of these (100 parent-adolescent dyads) will be included in a 14-day study targeting sleep health (actigraphy, diaries) and daily functioning. Our approach will contribute to the small literature on school start times and achievement gaps and will clarify associations between multiple systems (school policy, family, and individual) in youth who are vulnerable to poor sleep health. Moreover, we will include multiple assessments of SES to better clarify associations between and among race, SES, and sleep in the context of school start times. These contributions will provide multi- level targets for decreasing racial and economic sleep health disparities—a critical objective as sleep health inequity increases in adolescent youth.