The impact of school start times on teachers’ health

A recent study in The Journal of School Health delves into the effects of delayed school start times not just on students but also on teachers’ health and daytime functioning, shedding light on a less explored aspect of this topic

CREDIT: This is an edited version of an article that originally appeared on Best Evidence in Brief Index 

The study, conducted in the Cherry Creek School District in Denver, Colorado, examined the outcomes of new start times implemented in the 2017-18 school year. Under the revised schedule, high schools kicked off the day 70 minutes later, at 8:20 am, while grades 6-8 started between 40-60 minutes later, at 8:50 am. Elementary schools, however, commenced classes 60 minutes earlier, at 8:00 am.

Methodology

The study focused on K-12 teachers teaching in the district over three academic years. Surveys were administered to gauge aspects of their sleep and performance at three junctures: four months pre-change, and six and eighteen months post-change. On average, 1784 teachers responded annually, representing an average participation rate of 49.9%.

Findings

Results indicated that high school teachers experienced improvements in sleep quality, showing a 65% increase post-change, along with heightened alertness, which saw a 51% boost post-change. Interestingly, no significant changes in these parameters were observed among elementary teachers.

The adoption of later start times for secondary schools and an earlier start time for elementary schools led to 85-90% of teachers reporting adequate sleep. This starkly contrasts with the general adult population in Colorado, where only 64-74% report the same.

This study not only underscores the potential benefits of adjusted school start times for students but also highlights their positive implications for teachers’ well-being and performance. By prioritising adequate sleep, educational institutions can contribute to a healthier and more productive teaching workforce.