Westport School Start Time Committee Recommendation

Westport School Start Time Committee

Recommendation

School Start Time Committee Recommendation

It is the recommendation of the School Start Time Committee that schools start and end at the following times:

This is a budget neutral recommendation that was unanimously approved by the School Start Time Committee.

Committee Process

Committee Formation

The committee convened in November 2017 and was comprised of a variety of community stakeholders including the superintendent, pupil services director, board members, supervisor of health services, parents, administrators, athletic director, high school students, chief financial officer, and transportation director.

Mission

This committee will review and study the impact of various school start times within the Westport Public Schools. The committee will consider the needs of and impact of various school start times for students, faculty, families, and the broader Westport community, including budgetary and fiscal impact. Recommendations made to the Superintendent by June 2018 should:• Optimize the educational experience within the Westport Public Schools• Promote the health, academic performance, and quality of life for students, staff,

and families• Consider the needs of and impact on adjusting school start times for the broader

Westport community

Committee Process

School Bus Consultants (SBC)• Hired in January, 2018.• Analyzed and provided various options to the School Start Time Committee

Sleep Presentations

• Community Presentation by Dr. Susan Rubman, Assistant Clinical Professor in the Department of Psychiatry at the Yale School of Medicine and the Director of the Behavioral Sleep Medicine Program at the Hospital of Central Connecticut, New Britain

• Committee presentation by Terra Ziporyn Snider, Ph,D. Executive Director and Co‐Founder of Start School Later, Inc.

• Later School Start Time Workshop at Trinity College attended by several committee members

Preliminary Recommendation: In the fall of 2018, after Coleytown Middle School closed, the committee unanimously recommended that no school start before 8:00 am.

Criteria Developed Through the Process

• Elementary school students being picked up and dropped off during civil twilight (enough natural light).

• No schools starting before 8:00 a.m.

• Middle schools having the same start and end time

• SHS dismissal time considered in order to minimize the amount of disruption to after school student activities and responsibilities (sports, theater, clubs, after school jobs, etc.)

• No more than a 1 tier busing difference between elementary schools

• A minimum of 30 minutes between bus tiers (40 minutes or more required if elementary is not on the last busing tier)

• Budget implications (annual cost per bus is approximately $90,000)

Challenges of Flipping Elementary and High School Start and End Times

This option did not meet the criteria in several ways:• At some times of the year, elementary students would be at the bus stop in the

dark• SHS dismissal at 3:15 or later would create significant disruption to after school

student activities and responsibilities (sports, theater, clubs, after school jobs, etc.)• Starting the elementary on the first tier would require a minimum of 40 minutes

between tiers, resulting in an additional delay to the high school

Additional concerns:• Additional supervision at the elementary level would be required as elementary

students can not enter elementary buildings prior to the contractual teacher wrap around time

• Would require an increase in fleet of at least 4‐6 buses

Why not 8:30 a.m. for Staples High School?

• Lack of committee support

• Data from athletic department indicates that the number of early releases would almost quadruple

• Daylight for sports decreases the window for practices and contests, especially in the fall. There is a town ordinance that limits the use of lights

Committee Recommendations Made on May 31, 2018

Tier 1 Schools Times Tier 2 Schools Times Tier 3 Schools Times Fleet +/-

BMS & CMS 7:40-2:25 SHS & SES 8:20-3:05 CS, KHS, GFS, LLS 9:00-3:45 +2 to 4

GFS, KHS, LLS, CS

7:40-2:25 SHS & SES 8:20-3:05 BMS & CMS 8:55-3:40 +2 to 4

SHS, BMS, CMS 8:00-2:45 GFS, LLS, KHS, CES, SES

8:40-3:25 +12 to 14

SHS 8:00-2:45 BMS, CMS, SES 8:30-3:15 GFS, KHS, LLS, CES 9:00-3:45 0

Why not 8:30 a.m. for Staples High School?

Scenario Tier 1 Schools

Tier 1 Times

Tier 2 Schools

Tier 2 Times

Tier 3 Schools

Tier 3 Times

Fleet +/-

2A BMS & CMS 7:45-2:30 SHS & SES 8:15-3:00 CS & KHSGFS & LLS

8:40-3:258:55-3:40

+2 to 4

*3A BMS & CMS 7:30-2:15 SHS & SES 8:10-2:55 GFS, KHS, LLS, CS

8:50-3:35 -1 to 3

*4A Change BMS & CMS 7:45-2:30 SHS & SES 8:15-3:00 GFS, KHS, LLS, CS

8:45-3:30 +4 to 6

New GFS, KHS, LLS, CS

7:45-2:30 SHS & SES 8:20-3:05 BMS & CMS

8:55-3:40 +2 to 4

Schools Planning Delayed Start and End Times

Norwalk (Implementation for 2020‐21) Early Childhood Center: 9:00 – 3:30 Elementary 8:00 – 2:35, 8:50 – 3:25, or 9:15 – 3:50 Middle Schools 8:15 – 2:50 High Schools 8:30 – 3:15

New Canaan (Budget Proposal Includes Implementation in 2020‐21)New Canaan High School 8:30‐3:00Saxe Upper Division (7/8) 8:35‐3:05Saxe Lower Division (5/6) 9:15‐3:45Elementary 7:45‐2:15

Schools with Delayed Start and End Times

Wilton (Implemented in 2003‐04)Wilton High School and Middlebrook Middle School 8:20‐2:50Cider Mill School (Grades 3‐5) 7:40‐2:10Miller‐Driscoll School (Grades PK‐2) 9:05‐3:35

Greenwich (Implemented in 2017‐18)Greenwich High School 8:30‐3:15Middle Schools 8:00‐2:50Elementary Schools 8:15‐2:45 or 8:45‐3:15

Newtown (Implemented in 2017‐18)Newtown High School and Middle School 8:00‐2:32Elementary Schools and Reed Intermediate 9:05‐3:35 or 8:15‐3:00

RoadmapWhy should we change our school start times?

1. SST Background Information and the Ad. Sleep Cycle Shift

2. The Impact of School Start Times on(a) Learning(b) Substance abuse and other risky behaviors, and(c) Mental health.

3. FAQs and Concerns• Is a 30 ‐minute change to 8:00 a.m. worth disrupting the status quo?

• Won’t students staying awake for another 30 minutes because they have just as much to do?

• Is 9:00 a.m. too late for the start of elementary school?

Local School Start Time History

• SHS started at 9:00 a.m. as late as the mid‐1950s.1

• In 1958, homeroom started at 8:30 a.m. and first period started at 8:44 a.m.2

• Most U.S. schools used to start at 9:00 a.m., but following the population boom of the 1960s and rising oil prices, most school districts switched to tiered schedules.3

• SHS starts at 7:30 a.m.1. Oral testimony (2018). Westport Historical Society. 2. Woog, D. (2010). See, e.g., National Sleep Foundation (2014), Wahlstrom, et al. (2014), Watson, et al. (2017), Eaton, et al. (2010), National Sleep Foundation (2006),

American Academy of Pediatrics (2014), American Medical Association (2016), .3. See, e.g., Owens, Drobnich, Baylor, & Lewin (2014), Walker (2017).

SHS Start Time in Context

• The average high school start time in the U.S. is 7:59 a.m.1

• The average start times for the Niche and U.S.N.W.R. top 10 are 8:10 a.m. and 8:36 a.m., respectively (as of 1/2018)

• NYC SuburbsCATEGORY Average 1st Period Start

Top 10 Public High Schools in Westchester County, New York 8:06 a.m.Top 10 Public High Schools in Bergen and Union County, New Jersey 8:08 a.m.Top 10 Public High Schools in Fairfield County, Connecticut (2018)Top 10 Public High Schools in Fairfield County, Connecticut (with N.C. 2020 adjustment)

7:39 a.m.7:48 a.m.

1. National Center for Education Statistics, U.S. Department of Education (2011‐12).


• Area private schools

• The average start time for the Niche.com Top 10 CT private schools is 8:13 a.m. (as of 1/2018)

Town School 1st Period StartWestport The Pierrepont School 8:30 a.m.Westport Greens Farms Academy M,T,W,F: 8:00 a.m., Th: 9:00 a.m.Fairfield Fairfield College Preparatory School 8:35 a.m.Stamford King School 8:00 a.m.New Haven Hopkins School 8:00 a.m.New Canaan St. Luke’s School (2018‐2019 M,W,F: 8:30 a.m., T,Th: 9:00 a.m.

“For decades, starting school after 8:30 a.m. has been the standard in many countries, such as Finland, Japan, New Zealand, Australia, and England, all of which outperform the United States on international student achievement tests. Out of 50 countries, U.S. children ranked worst in sleep deprivation.”

‐ Society of Behavioral Medicine, November 20171


1. Trevorrow, T., Zhou, E., Dietch, J., Gonzalez, B. (2017). Position Statement: Start Middle and High Schools at 8:30 a.m. or Later to Promote Student Health and Learning, Society of Behavioral Medicine.

“There are no demonstrable health or learningbenefits to support early start times for middle and high schools. “

‐ Society of Behavioral Medicine, November 20171


1. Trevorrow, T., Zhou, E., Dietch, J., Gonzalez, B. (2017). Position Statement: Start Middle and High Schools at 8:30 a.m. or Later to Promote Student Health and Learning. Society of Behavioral Medicine.

“While the local governing boards of some school districts in the state have been able to implement healthier school start times, school boards in other districts continue to maintain the status quo, failing to prioritize the health and safety of their students and putting them at a competitive disadvantage.”

‐ American Academy of Sleep Medicine, Letter regarding CA SB 328, November 20191


1. American Academy of Sleep Medicine (September 2019). Letter to California Governor Gavin Newsom – urging him to sign SB 328 into law. Retrieved from https://j2vjt3dnbra3ps7ll1clb4q2‐wpengine.netdna‐ssl.com/wp‐content/uploads/2019/09/school‐start‐times‐California‐SB328‐Newsom‐2019.pdf

Sleep Science has “exploded” in the past 15

years

Why is sleep important?1

• Learning capacity• Attention• Information retention• Abstract Thinking and

Creativity• Academic achievement• Productivity

• Behavioral Control

• Athletic Performance and Risk of Injury

• Musical Achievement

• Social and emotional intelligence

• Automobile Accidents

• Mental Health• Mood• Anxiety• Depression• Suicidal Ideation• Suicide

• Substance abuse and other risk taking behavior

• Obesity• Cardiovascular health• Immunity and Disease• Metabolic Dysfunction• Cancer

1. See, e.g., Trevorrow, T., Zhou, E., Dietch, J., Gonzalez, B. (2017), Guadagni, V., Burles, F., Ferrara, M. and Iaria, G. (2014), Walker (2017), Watson et al. (2017), American Academy of Pediatrics (2014), American Psychological Association (2014).

How many hours of sleep?

You don’t get to choose.

Sleep needs have a genetic basis.1

1. See, e.g., Dashti, Jones, & Woods (2019), Mindell & Owens (2010).

Sleep loss is cumulative.

For example, even for adults – who need 7 to 9 hours of sleep as opposed to the 8 to 10 hours needed by adolescents – two weeks of sleeping for six hours per night reduces cognitive functioning and performance to a level equivalent to a full 24 hours of sleep deprivation.1

1. See, e.g., Van Dongen et al. (2003), Walker (2017), Moller‐Levet et al., (2013) Curcio et. al (2006).

Sleep deprivation is sneaky

Individuals with cumulative sleep loss can be aware of their cognitive impairments at first,

but this awareness quickly decreases to the point that an individual can become unaware of their poorer functioning and performance.

The constant and steady state of sleep deprivation becomes the new “normal.”1

1. See, e.g., Van Dongen et al. (2003), Walker (2017), Moller‐Levet et al., (2013) Curcio et. al (2006).

At what time?

The Adolescent Sleep Cycle Shift

Process CMelatonin secretion and circadian rhythm shifts

Process SSleep drive accumulates more slowly compared to

prepubertal years

This adolescent sleep‐phase shift is a universal, neuro‐biologicalphase of human development,

experienced by teenagers around the world,

regardless of parenting methods, technology use, or sleep hygiene.1

Even adolescents in pre‐industrial cultures without cell phones or computers experience the same, average 2‐3 hour delay of sleep

timing in the brain.2

1. See, e.g., Hagenauer et al. (2014), Shapiro (2015), Evans et al. (2017), Colrain & Baker (2011), Wahlstrom (2017). 2. See, e.g., Hagenauer et al. (2014).

Many other mammals experience it too.1

1. See, e.g., Hagenauer et al. (2014), Wahlstrom (2017).

SHS Start Time + Neurobiology = SLEEP DEPRIVED STUDENTSLESS REM SLEEP

The average adolescent gets 6.75 hours of sleep per school night.1

At Princeton High School (#47)2 with 7:50 a.m. start = average of 6 to 6.5 hours3

In a study of students in a high school of similar caliber to SHS, students lost as much as 120 minutes of sleep per school night compared to the summer

months.41. See, e.g., American Academy of Pediatrics Supports Childhood Sleep Guidelines (2016), Hirshkowitz, M. et al. (2015).2. https://www.niche.com/k12/princeton‐high‐school‐princeton‐nj/rankings/3. Gilpin, D. (2019), Bellano, A. (2018).4. Hansen, Janssen, Schiff, Zee, & Dubocovich (2005).

Percentage of children sleeping in range:1

• 11% ‐ 34% of high school students• 41% ‐ 42% of middle school students• 69% ‐ 83% of elementary school students

“Catch‐Up” Sleep

Even if an adolescent only has an 8‐hour sleep need, he or she would need to log over 14 hours of sleep EACH weekend night to

erase that sleep debt.

1. See, e.g., National Sleep Foundation (2014),Watson et al. (2017), Wahlstrom, et al. (2014), Watson, et al. (2017), Eaton, et al. (2010), National Sleep Foundation (2006). American Academy of Pediatrics (2014). American Medical Association (2016),

“The findings are unequivocal, and as a sleep scientist, I rarely get to speak with that kind of certainty. Teens from districts with later start times get more sleep.”

‐ Dr. Wendy Troxel, TED Talk (2017)

Why Later School Start Times?

“All studies had a delayed start time 25 to 60 minutes… relative to pre-intervention, there was a significant positive net change in all studies, indicating an increase in the total minutes of sleep. The net increase ranged from an additional 25 min - 77 minutes of sleep per weeknight.”

‐ Minges & Redeker (2016)

Benefits of later school start times1

• Improved learning, academic achievement, and standardized test scores

• Improved attention and concentration

• Increased engagement in class activities

• Improved productivity

• Improved behavioral control

• Improved athletic performance• Improved reaction times

• Reduced tardiness and improved attendance

• Reduced automobile Accidents

• Improved Mental Health• Improved mood• Reduced irritability• Reduced anxiety• Less depression• Less suicidal Ideation

• Increase in quality of student‐family interaction

• Decreased substance abuse and other risk taking behavior

• Improved physical health

1. See, e.g., Trevorrow, T., Zhou, E., Dietch, J., Gonzalez, B. (2017), Walker (2017), Watson et al. (2017), American Academy of Pediatrics (2014), American Psychological Association (2014) , National Sleep Foundation (2005), Kelley P., Lee, C. (2015). Mukherjee, S., Patel, S., Malhotra, A. (2015). Owens, Drobnich, Baylor, & Lewin (2014), Owens, Belon, & Moss (2010), Winsler, Deutsch, Vorona, Payne, & Szklo‐Coxe, (2015). Wahlstrom, K., Berger, A., & Widome, R. (2017), Semenza, D., Meldrum, R., Jackson, D., Vaughn, M., Piquero, A. (2020).

All Westport Pediatricians

American Academy of Child & Adolescent PsychiatryAmerican Academy of PediatricsAmerican Academy of Sleep MedicineAmerican Medical AssociationAmerican Psychological AssociationAmerican Sleep AssociationAmerican Thoracic SocietyCenters for Disease ControlNational Association of School NursesNational Sleep FoundationSociety of Behavioral MedicineSociety of Pediatric Nurses

National PTA (“encourage high schools and middle schools to aim for start times that allow students the opportunity to achieve optimal

levels of sleep.”)

Education Commission of the States

Position Statements

There is virtually unanimous agreement in the research community that later start times in adolescent education would produce a positive change in adolescent learning, health and safety… Few, if any, educational interventions are so strongly supported by research and evidence from so many different disciplines and experts in the field.

‐ Education Commission of the States (2015)

Preparation for learning the next day

• The brain has limited “short term storage” (hippocampus) available for new information. (i.e., ”learning ability”)1

• During NREM stage 2 sleep, ”sleep spindles” move memories to “long‐term storage” in the cortex.2

• There is a direct, causal relationship between sleep duration and specifically the sleep spindles a person has during total NREM stage 2 sleep and “learning ability” the next morning.3

• When scien sts perturb just the sleep spindles → subjects couldn’t learn the next day.

• Caffeine doesn’t help.4

1. See, e.g. Abel et al. (2013), Walker (2017), Lustenberger et al. (2012), Anwar (2010), Heim et al. (2017), Nishida & Walker (2007), Spinks (2001), Yoo et al. (2007), Walker & Stickgold (2006), Van Der Werf et al. (2009).

2. Id.3. Fattinger et al. (2017).4. Harrison & Horne (2000), Walker & Stickgold (2006).

Sleep After Learning – Memory Consolidation

(1) “stabilization” ‐ integrating new information into your more permanent knowledge base1

(1) “enhancement” ‐ your brain practices the information. Cognitive performance is improved during sleep and independent of further wake‐time training or study2

Examples:

Music practice: subsequent “‘offline’ learning with respect to these skills occurs exclusively across a period of sleep, and not across equivalent time periods spent awake.”3

Learning words in a foreign language: “the wake group reached the same performance as the sleep group but expended much more time and effort to do so.”4

1. See, e.g. Abel et al. (2013), Diekelmann et al. (2009), Stickgold et al, (2000), Stickgold (2005), Stickgold & Walker (2007), Stickgold & Walker (2005), Vahdat et al. (2017), Walker et al. (2002), Walker, Braleford. Hobson, & Stickgold (2003), Walker & Stickgold (2006), Diekelmann (2014), Rasch and Born (2013), Walker (2008), Vahdat, Fogel, Benali, & Doyon (2017), Gruber et al. (2010), Gais, Molle, Helms, & Born (2002), Fattinger et al. (2017).

2. Id.3. See, e.g.Walker et al (2002), Mazza (2016), Walker (2017)4. Mazza (2016)

Sleep After Learning – Memory Consolidation

(1) “stabilization” ‐ integrating new information into your more permanent knowledge base

(1) “enhancement” ‐ your brain practices the information. Cognitive performance is improved during sleep and independent of further wake‐time training or study

Without adequate sleep the very first night after learning, a person1) Misses out on memory enhancement – the extra practice – that sleep

provides, and

2) Never fully transfers or “stabilizes” and integrates the all the new knowledge into the brain’s long‐term storage

Creativity, Abstract Thinking, and Complex Problem Solving

• Any amount of sleep deprivation quickly impedes a student’s ability to function at this higher level. For example:

• 10 to 14‐year‐old students’ verbal creativity and abstract thinking skills were significantly impaired after only one night of 5 hours of sleep (in a laboratory setting).1

• Middle school students’ verbal fluency and creativity skills were significantly impaired after 3 nights of sleep limited to 7 hours (in a laboratory setting).2

• Similar findings with respect to math‐related skills3

1. Tandazzo, Muehlbach, & Schweitzer (1998), Cognitive function following acute sleep restriction in children ages 10‐14.2. Tandazzo, Muehlbach, & Schweizer (1998), Cognitive function following 3 nights of sleep restriction in children 10‐14.3. See, e.g., Walker (2017), Barrett (2017), Rasch & Born (2013), Cai et al. (2009), Walker, Liston, Hobson, & Stickgold (2002).

Creativity, Abstract Thinking, and Complex Problem Solving

• Dependent on REM sleep:

“NREM sleep strengthens individual memories, as we now know. But it is REM sleep that blends and fuses those elemental ingredients together, in abstract and highly novel ways… We awake with a revised “Mind Wide Web” that is capable of divining solutions to previously impenetrable problems [and] creating abstract overarching knowledge and super‐ordinate concepts out of sets of information… REM sleep is intelligent information processing that inspires creativity and promotes problem solving.”

‐ Matthew Walker (2017)

Substance Abuse and Other Risky Behavior

∙ Adolescents that have slept less than the recommended 8 to 10 hours each night are significantly more likely to:1

o Abuse alcohol o Smoke cigarettes or marijuanao Use other drugso Engage in sexual activityo Drink and drive,o Ride with drivers that had been drinking, o Text while driving, o Not use seatbelts, and o Bully their peers

∙ Teenagers with later school start times engage in significantly less of the risky behavior described above.2

1. See, e.g. Wheaton, Olsen, Miller, & Croft (2016), Trozel, Ewing, & D’Amico (2015), Wahlstrom, et al. (2014), McKnight‐Eily et al. (2011), Wheaton, Chapman, & Croft (2016), Carskadon (1990), Weaver, Barger, & Malone (2018), Winsler et al. (2015).

2. See, e.g., Wahlstrom, et al. (2014)


∙ Adolescents that have slept less than the recommended 8 to 10 hours each night are significantly more likely to:1

o Abuse alcohol o Smoke cigarettes or marijuanao Use other drugso Engage in sexual activityo Drink and drive,o Ride with drivers that had been drinking, o Text while driving, o Not use seatbelts, and o Bully their peers

∙ Teenagers with later school start times engage in significantly less of the risky behavior described above.2

1. See, e.g. Wheaton, Olsen, Miller, & Croft (2016), Trozel, Ewing, & D’Amico (2015), Wahlstrom, et al. (2014), McKnight‐Eily et al. (2011), Wheaton, Chapman, & Croft (2016), Carskadon (1990), Weaver, Barger, & Malone (2018), Winsler et al. (2015).

2. See, e.g., Wahlstrom, et al. (2014)

WHY?WHY?

BREAKING SYSTEM:1

• Sleep aside, adolescents are already more prone to risk‐taking behavior than adults because the prefrontal cortex is still developing and connecting to other parts of the brain.

• The prefrontal cortex is involved in decision‐making, inhibitory control, and danger assessment.

• The prefrontal cortex is extremely vulnerable to sleep loss.

GAS PEDAL:2 In sleep‐deprived individuals, the striatum – which is associated with impulsivity and reward – becomes hyperactive. And this hypersensitivity to pleasurable experiences can lead to sensation‐seeking, risk‐taking, and addiction.


1. See, e.g. Walker (2017), Jensen (2016), Winsler (2015), Gujar, Yoo, Hu, & Walker (2011), Kanwal, Jung, & Zhang (2015).2. See, e.g., Steinberg (2008), Kanwal, Jung, & Zhang (2015), Minnesota Sleep Society (2019).

Mental Health and Suicide

∙ Suicide is the second highest cause of death of US adolescents.1

∙ We now know that teens that sleep only one hour less each night than their individual 8‐10 hour sleep requirement are much more likely to commit suicide.2

∙ One recent study of over 27,000 middle and high school students found that, for each hour of lost sleep, there was:3∙ a 38% increase in feeling sad and hopeless, ∙ a 42% increase in considering suicide, and ∙ a 58% increase in suicidal attempts.

• 2018 study (over 67,000 HS students): students sleeping less than 6 hours nightly were three times more likely to consider or attempt suicide and four times as likely to attempt suicide that resulted in treatment, compared to kids who got eight hours.4

1. See, e.g. National Alliance on Mental Illness (2019). 2. See, e.g., Fitzgerald and Messias (2011), McKnight‐Eily et al. (2011), Winsler et al. (2015). 3. Winsler, et al. 2015.4. Weaver, Barger, Malone (2018).

Mental Health and Suicide

∙ Suicide is the second highest cause of death of US adolescents.1

∙ We now know that teens that sleep only one hour less each night than their individual 8‐10 hour sleep requirement are much more likely to commit suicide.2

∙ One recent study of over 27,000 middle and high school students found that, for each hour of lost sleep, there was:3∙ a 38% increase in feeling sad and hopeless, ∙ a 42% increase in considering suicide, and ∙ a 58% increase in suicidal attempts.

• 2018 study (over 67,000 HS students): students sleeping less than 6 hours nightly were three times more likely to consider or attempt suicide and four times as likely to attempt suicide that resulted in treatment, compared to kids who got eight hours.4

1. See, e.g. National Alliance on Mental Illness (2019). 2. See, e.g., Fitzgerald and Messias (2011), McKnight‐Eily et al. (2011), Winsler et al. (2015). 3. Winsler, et al. 2015.4. Weaver, Barger, Malone (2018).

WHY?WHY?

1. Sleep the day before1

The amygdala is one of the centerpiece regions for the generation of negative emotional reactions.

▪ If full night of sleep, there is a modest, controlled response to input. ▪ In those same people who are sleep deprived, there is a 60% amplification of

negative emotions. Without sleep you become all emotional gas pedal and too little control break. What’s more concerning is that this is a neurological signature that is not dissimilar to numerous psychiatric disorders.

2. Sleep the day after2 ‐ “Overnight Therapy”

While you sleep, your brain is transferring memories from the day into long term storage. During REM sleep, concentrations of a key stress‐related chemical called noradrenaline are completely shut off in the brain. This helps take the painful sting out of difficult, even traumatic, emotional episodes one experiences during the day.

1. See, e.g. Yoo et al. (2007), Goldstein & Walker (2014), Walker (2017), Gujar, Yoo, & Walker (2011), Yoo, et al. (2007), Venter (2012)2. See, e.g., Van der Helm & Walker (2009), Van der Helm & Walker (2011), Walker (2017), Friedman & Salter (2018) , Anderson et al. (2004), Van der Helm et al. (2011)3. See, infra. Substance Abuse and Other Risky Behavior

“It is the lack of REM sleep‐that critical stage occurring in the final hours of sleep that we strip from our children and teenagers by way of early school start times – that creates the difference between a stable and unstable mental state.” (p. 310)

Thirty Minutes is a Meaningful Improvement

• The committee’s two outside experts explained that a 30‐minute shift is worthwhile.1

• Princeton High School – feedback on moving from 7:50 a.m. to 8:20 a.m. for 2019‐2020 school year:2• Has overwhelming support from staff and students • Tardies dropped by 37% • Teachers have reported that students are more awake• Students have reported that they fell better.• GPAs are up• It’s anticipated that Challenge Success data (February 2020) will

show improvements in emotional wellness, sleep duration, and student engagement

1. Ziporyn (2018), Rubman (2018). 2. See, e.g., Gilpin (2019), Kantor (2019).


• Another example:• At a private Northeast H.S., a 30‐minute start time delay =

• Increase in sleep duration• Decrease in daytime sleepiness• Students rated themselves as less depressed

“Given the recent concerns raised regarding the relationship between insufficient sleep and both depressive symptoms and suicidal ideation in adolescents, this positive effect on mood associated with delaying the start time is particularly noteworthy.”

• American Academy of Pediatrics: “Studies comparing high schools with start times as little as 30 minutes earlier versus those with later start times demonstrate such adverse consequences as shorter sleep duration, increased sleepiness, difficulty concentrating, behavior problems, and absenteeism.”2

1. Owens, Belon, & Moss (2010). 2. American Academy of Pediatrics (2014) Policy Statement: School Start Times for Adolescents.


• Any additional sleep and especially sleep in the late morning towards the end of the sleep cycle is extremely important. Among the many things profoundly impacted by small differences in sleep duration and timing are:1

• higher‐level abstract thinking, • creativity, • impulse control and risk‐taking behavior, and• and mental health.

1. Explained in sections on learning, mental health, and substance abuse

“Many of these studies report deleterious effects on business outcomes on the basis of only very modest reductions in sleep amount within an individual, perhaps twenty‐ to sixty‐minute differences between an employee who is honest, creative, innovative, collaborative, and productive and one who is not.” (p. 302)

1. Sleep Improves Productivity.1

1. See, e.g., Webb & Levy (1984), Walker (2017), Engle‐Friedman & Riela (2004), Engle‐Friedman et al. (2003), Hafner, Taylor, Troxel, & Van Stolk (2016), McKinsey & Company (2016). Rosekind et al. (2010), Fryer (2006).

2. Walker (2017).

“The irony that employees miss is that when you are not getting enough sleep, you work less productively and thus need to work longer to accomplish a goal. This means you you often must work longer and later into the evening, arrive home later, go to bed later… creating a negative feedback loop.”2

Work Smarter, not Harder!

A study of 4 large U.S. companies found that insufficient sleep cost almost $2,000 per employee per year in lost productivity, and over $3,500 for those suffering the most serious lack of sleep, for a TOTAL ANNUAL LOSS OF $54 MILLION

Inadequate sleep (less than 7 hours/night for adults) costs America at least $411 BILLION EACH YEAR. This is 2.28% of of US GDP.

“Sleep is beneficial for a host of cognitive functions ‐ insight, pattern recognition, and the ability to come up with innovative and creative ideas ‐ that help us solve problems effectively. One study has shown that a good night’s sleep leads to new insights: participants who enjoyed one were twice as likely as those who didn’t to discover a hidden shortcut in a task… Other research has established that creative thinking is especially likely to take place during dream sleep, enhancing the integration of unassociated information and promoting creative solutions.”

The Organizational Cost of Insufficient Sleep (2016)

1. Sleep Improves Productivity.

2. We need to teach our students about the importance of sleep.



3. Wilton’s Experience: “We found that student bedtimes were essentially unchanged compared with before the schedule change, but later rise times were reported such that they obtained nearly all of this time as additional sleep.”1

1. O’Malley & O’Malley (2008), National Sleep Foundation (2005).



3. Wilton’s Experience

4. Students would benefit even if they did stay up 30 minutes later.• For example, and controlling for sleep duration, studies have

shown that post‐pubertal adolescents perform better in later‐starting classes and even perform better on IQ tests in the afternoon.1

• In a controlled study of adolescents with an average SAT score higher than the average SHS SAT score, students with earlier first‐period classes performed worse in that class and in their subsequent classes.2

1. See, e.g., Pink (2018), Dills & Hernandez‐Julian (2008), Goldstein et al. (2007). 2. Carrell, S., Maghakian, T., West, J. (2011).

What about my primary school‐aged child?

There isn’t as much research on elementary school start times.

We do know definitively, however, that for elementary school students, getting enough sleep is vital to their academic success and health.


For elementary school students, getting enough sleep is vital to their academic success and health. For example:

• There was a study of hundreds of twin pairs in which one twin was routinely obtaining less sleep than the other. “By ten years of age, the twin with the longer sleep pattern was superior in their intellectual and educational abilities, with higher scores on standardized tests of reading and comprehension and a more expansive vocabulary than the twin who was obtaining less sleep.”1

• In a meta‐analysis of 86 studies on 35,936 children between 5‐12 years old, “sleep duration show[ed] a significant positive relation with cognitive performance” while “insufficient sleep in children [was] associated with deficits in higher‐order and complex cognitive functions and an increase in behavioral problems.”2

• There is research suggesting that sleep problems in early childhood predict the early use of alcohol, cigarettes, and other substances.3

1. Walker (2017), Weissbluth (2015). 2. Astill, van der Heijden, van Ijzendoorn, & van Someren (2012).3. See, e.g., Wong et al. (2004), Gruber et al. (2014), Warren, Riggs, & Pentz (2017).


At least as compared to adolescents, the sleep/wake cycles of children are more malleable,1 and the “sweet spot” for elementary school start times may be between 7:30 a.m. and 9:00 a.m.2

Sample Studies:

• 8:15 a.m. vs. 9:15 a.m. start time had no effect on the academic performance of elementary school students.3

• In a region with a variety of start times, a start time that was effectively 60‐minutes later resulted in a significant improvement in elementary students’ reading scores and a minor improvement in math scores.4

1. See, e.g., Appleman, Gilbert, & Au (2015). 2. See, e.g., Owens, J. (2018). Epstein, Chillag, & Lavie (1998), Keller et al. (2015), 3. Edwards (2012).4. Heissel & Norris (2017).

∙ Based on the latest available data, the average elementary school start time in Connecticut is 8:41 a.m.1

∙ The New Canaan, Darien, Easton, Norwalk, Ridgefield, and Wilton school districts have elementary schools that start at 9:00 a.m. or later.

∙ Wilton has the earliest elementary school start time at 7:40 a.m.

∙ Primary school start times vary widely across the U.S. and there’s no primary‐aged child “sleep crisis.”

Town# of

Elementary Schools

Elementary School Hours

Darien 53 @ 8:25 a.m. ‐ 2:55 p.m.2 @ 9:00 a.m. ‐ 3:30 p.m.

New Canaan 31 @ 8:15 a.m. ‐ 2:45 p.m. 2 @ 9:05 a.m. ‐ 3:35 p.m.

Easton/Redding 21 @ 8:05 p.m. ‐ 2:50 p.m.1@ 8:55 a.m. ‐ 3:40 p.m.

Fairfield1 @ 8:10 a.m. ‐ 2:45 p.m.10 @ 8:55 a.m. ‐ 3:30 p.m.

Greenwich 113 @ 8:15 a.m. ‐ 2:45 p.m.8 @ 8:45 a.m. ‐ 3:15 p.m.

Norwalk 124 @ 8:00 a.m. ‐ 2:35 p.m.3 @ 8:50 a.m. ‐ 3:25 p.m.5 @ 9:15 a.m. ‐ 3:50 p.m.

Ridgefield 63 @ 8:35 a.m. ‐ 3:25 p.m.3 @ 9:10 a.m. ‐ 4:00 p.m.

Westport 51 @ 8:00 a.m. ‐ 2:45 p.m.4 @ 8:30 a.m. ‐ 3:15 p.m.

Weston 2 2 @ 8:30 a.m. ‐ 3:15 p.m.

Wilton 21 (K ‐2nd) @ 9:05 a.m. ‐ 3:35 p.m.1 (3rd ‐ 5th) @ 7:40 a.m. ‐ 2:10 p.m.

1. See, e.g., National Center for Education Statistics (2011‐12).


Time‐of‐day research suggests that, to optimize the achievement of students at any given start time, elementary schools should:

• Organize schedules so that work on analytic skills, like reading and math, takes place towards the beginning of the school day and creative classes like art and music, take place in the afternoon.1

• Schedule substantial breaks/recesses throughout the day.2

1. See, e.g., Pink (2018), Wan (2018).2. Id.

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