Weekend sleep after early and later school start times confirmed a model-predicted failure to catch up sleep missed on weekdays (original) (raw)
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Weekday and weekend sleep times across the human lifespan: a model-based simulation
Sleep and Breathing, 2024
y sleep duration and timing. This model postulates that two processes-sleep-wake homeostasis and circadian rhythmunderlie the sleep-wake cycle. The question arises whether the age-associated changes in sleep duration and timing can reflect the effect of age on the parameters of these two underlying processes. Although it is reasonable to hypothesize that the human biological clocks are responsible for the age-associated changes in sleep timing, the experimental research did not reveal the effect of age on such basic parameter of these clocks as the circadian period [8]. Moreover, the previous results of simulations of sleep times in adolescents questioned an involvement of any of characteristics of the circadian rhythms in the shift toward later sleep timing. For instance, several model-based simulations suggested that this shift can be explained by the age-associated decay of such parameter of homeostatic sleep regulation as the rate of inverse exponential buildup of sleep pressure during the wake phase of the 24-h sleep-wake cycle [9-11].
Applied Sciences
Background: Our work/study culture is biased towards the circadian clocks of “morning types”, whereas “evening types” are forced to advance their weekday waking times relative to weekend waking times. Since the experimental research consistently reveals a >2 h difference between these two chronotypes in the positions of their endogenous circadian phases, we hypothesized the necessity to permit a >2 h difference between them in weekday waking times to equalize their irrecoverable loss in sleep on weekdays. Methods: A total of 659 and 1106 participants of online surveys identified themselves as morning and evening types, respectively. The hypothesis was tested by applying a model of sleep–wake regulation for simulating sleep times reported by 245 lecturers of these two types, and by comparison of sleep times of these types among these lecturers and 1520 students. Results: The hypothesis was supported by results showing that, if, on weekdays, an “average” morning type wakes at 6 ...
School Start Times and the Sleep–Wake Cycle of Adolescents
Educational Researcher, 2011
The authors have integrated the major findings on the sleep–wake cycle and its performance correlates in adolescents. Basic research shows that lack of synchronicity between early school start times and the circadian rhythm of adolescents (and the sleep debt accumulated as a result) involves several cognitive correlates that may harm the academic performance of adolescent students. The authors therefore examined findings from pilot interventions in which schools delayed their start times; specifically, they examined the effects on students, including potential pitfalls and strategies to consider for effective scheduling change. There is sufficient evidence that adolescent students would benefit from delaying school start times and that this change can be implemented with tolerable consequences if adequately strategized by school districts and communities.
International Journal of Environmental Research and Public Health, 2020
The crucial role of sleep in physical and mental health is well known, especially during the developmental period. In recent years, there has been a growing interest in examining the relationship between sleep patterns and school performance in adolescents. At this stage of life, several environmental and biological factors may affect both circadian and homeostatic regulation of sleep. A large part of this population does not experience adequate sleep, leading to chronic sleep restriction and/or disrupted sleep–wake cycles. Studies investigating the effects of different sleep–wake schedules on academic achievement showed that impaired sleep quality and quantity are associated with decreased learning ability and compromised daytime functioning. This review focuses on the most recent studies that evaluated the effects of modified school start time on sleep patterns and related outcomes. Moreover, based on the available empirical evidence, we intend to propose a direction for future st...
The Impact of Weekday-to-Weekend Sleep Differences on Health Outcomes among Adolescent Students
Children
The sleep difference between weekdays and weekends can lead to negative physical and mental health outcomes in adolescents. Thus, this study has attempted to analyze the impact of sleep time differences on various health outcomes, using nationally representative panel data. Data from the junior high school student panel of the Korean Children and Youth Panel Survey were analyzed. The sleep difference was defined as the difference between the average sleep duration on weekdays and that on weekends in minutes. A series of mixed effect linear regression models for continuous variables or mixed effect logit regression for binary variables was utilized. Korean adolescent students reported from 96.8 min to 133.2 min of sleep duration difference between weekdays and weekends. After controlling for gender, parent work status, and type of housing, the weekday-to-weekend sleep differences were associated with various health-related outcomes including concentration difficulty, aggression, soma...
Frontiers in Psychiatry, 2022
BackgroundAdolescents with a late chronotype are at greater risk for mood disorders, risk-taking behaviors, school absenteeism, and lower academic achievement. As there are multiple causes for late chronotype, the field lacks studies on the relationship between mood, circadian phase, and phase angle of entrainment in late chronotype adolescents. Three objectives guide this explorative study: (1) to describe sleep, circadian phase, and phase angle of entrainment in late chronotype adolescents, (2) to explore how different levels of lateness are associated with sleep quality, sleep propensity, and mood, and (3) to investigate the influence of circadian phase on bedtime choice and sleep duration.MethodsBaseline data from 19 male adolescents (M = 16.4 ± 1.0 yrs), who were part of a larger intervention trial, were analyzed. Chronotype was measured with the Munich Chronotype Questionnaire, circadian timing via dim light melatonin onset (DLMO), and sleep habits with a 7-day sleep log. Furt...
Sleep, 2009
background and objective: Comparing the sleep-wake cycle (SWC) and daytime sleepiness in adolescents when they attend morning classes and during school vacations. Methods: The sleep-wake cycle was evaluated based on the student's sleep log, and daytime sleepiness was evaluated by the Karolinska Sleepiness Scale (KS). Comparison between these variables was performed with 42 Brazilian adolescent students (14-19 years old) based on a one-week period on schooldays and a one-week period on vacation days. SWC irregularity was evaluated through standard deviation in bedtime and wake-up time on weekdays and on weekends. For statistical analysis, dependent T-test and Repeated Measures Anova were applied (p <0.05). Results: During the vacation period, sleep irregularity is maintained, but in contrast to the schoolday period, adolescents have a more extended sleep period on weekdays than on weekends. Bedtime and wake-up time are delayed, and sleep duration increases along the week. Sleepiness shows a daily pattern characterized by higher sleepiness levels at wake-up time and bedtime, and during vacations, such levels decrease at wake-up time and at 2:00pm. Moreover, during vacations frequency of naps decreases both on weekdays and on weekends. Conclusion: The morning school schedule is not the sole cause for the adolescent's sleep irregularity. Sleep habits associated with other factors involving the adolescent's socio-cultural context may influence such behavior. It is important to investigate the extent at which sleep schedule irregularity starts to be detrimental to the individual's sleep quality.
Sleep during “lockdown” highlighted the need to rethink the concept of weekend catch-up sleep
Sleep and Breathing
Purpose Many people believe in their ability to sleep for longer time on weekends to make up for sleep lost due to early wakeups on weekdays. This widely held belief was not supported by the simulations of rise-and bedtimes on weekdays and weekends with a sleep-wake regulating model. The simulations suggested the inability to extend sleep on any of two weekend nights and they predicted identical weekend sleep durations for weeks with relatively earlier and relatively later weekday risetimes. By April 2020, about half of the world's population was under some form of "lockdown" due to the COVID-19 pandemic. This "lockdown" provided a new opportunity to demonstrate the predictive power of the sleep-wake regulating models. Therefore, the purpose of this report was to support the prediction of identity of weekend sleep durations after weeks with earlier and later weekday wakeups. Methods Weekend and weekday rise-and bedtimes before and during "lockdown" for 31 samples were taken from recent journal publications. Time in bed on weekends and 12 other measures of sleep duration and timing were calculated and simulated. Results For only one of 13 measures, weekend time in bed, statistical analysis did not yield a statistically significant difference between the estimates obtained before and during "lockdown". The model-based simulations pointed to the 0.3-h delay of the sleep-wake cycle in response to the 1-h delay of weekday risetime during "lockdown". Conclusion The model-based prediction was confirmed, thus, highlighting again the necessity to rethink the concept of weekend catch-up sleep.
The influence of school time on sleep patterns of children and adolescents
Sleep Medicine, 2016
Objective: In this epidemiological study, we evaluate the impact of school-time in sleep parameters in children and adolescents. Methods: This cross-sectional study involved 639 elementary and high-school students (mean age 13.03 years [range: 8-18]; 58.5% female) from the south of Brazil. Participants answered the Morningness-Eveningness Questionnaire (MEQ), and asked as to their sleeping habits on weekdays and the weekend. Sleep deficit was defined as the difference between sleep duration on weekdays and weekend. Results: The morning school-time students presented the significantly highest age, bedtime and wake up differences, sleep deficit and social jet lag. The sleep deficit presented by girls was greater than that observed in boys of the same age. The difference between weekdays and weekend waking times was also significantly greater in girls than boys aged 13 to 18 years. Sleep deficit was significant positively correlated with age and difference in wake up times; and significant negatively correlated with MEQ scores, social jet lag, difference between weekdays and weekend bedtimes, midpoint of sleep on free days and midpoint of sleep on free days corrected for sleep deficit. A step-by-step multivariate logistic regression identified social jetlag, the difference between weekdays and weekend waking times, and the midpoint of sleep on free days as significant predictors of sleep deficit (Adjusted R 2 = 0.95; F = 1606.87; p < 0.001). Conclusion: Our results showed that school-time influences the sleep parameters. The association of school schedules and physiological factors influence the sleep/wake cycle.