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A 4-year longitudinal study investigating the relationship between flexible school starts and grades.

ABSTRACT: The mismatch between teenagers' late sleep phase and early school start times results in acute and chronic sleep reductions. This is not only harmful for learning but may reduce career prospects and widen social inequalities. Delaying school start times has been shown to improve sleep at least short-term but whether this translates to better achievement is unresolved. Here, we studied whether 0.5-1.5 years of exposure to a flexible school start system, with the daily choice of an 8 AM or 8:50 AM-start, allowed secondary school students (n = 63-157, 14-21 years) to improve their quarterly school grades in a 4-year longitudinal pre-post design. We investigated whether sleep, changes in sleep or frequency of later starts predicted grade improvements. Mixed model regressions with 5111-16,724 official grades as outcomes did not indicate grade improvements in the flexible system per se or with observed sleep variables nor their changes-the covariates academic quarter, discipline and grade level had a greater effect in our sample. Importantly, our finding that intermittent sleep benefits did not translate into detectable grade changes does not preclude improvements in learning and cognition in our sample. However, it highlights that grades are likely suboptimal to evaluate timetabling interventions despite their importance for future success.

SUBMITTER: Biller AM

PROVIDER: S-EPMC8873390 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature

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A 4-year longitudinal study investigating the relationship between flexible school starts and grades.

Biller Anna M AM Molenda Carmen C Obster Fabian F Zerbini Giulia G Förtsch Christian C Roenneberg Till T Winnebeck Eva C EC

Scientific reports 20220224 1

The mismatch between teenagers' late sleep phase and early school start times results in acute and chronic sleep reductions. This is not only harmful for learning but may reduce career prospects and widen social inequalities. Delaying school start times has been shown to improve sleep at least short-term but whether this translates to better achievement is unresolved. Here, we studied whether 0.5-1.5 years of exposure to a flexible school start system, with the daily choice of an 8 AM or 8:50 AM ...[more]

PMID: 35210437

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Project description:PurposeThe aim of this study was to investigate the indirect effects of cardiorespiratory fitness on scholastic performance through executive functions. More precisely, we examined the contribution of the different domains of executive functions, and whether this relationship was specific to certain school topics.MethodsChildren 8-12 yr old completed nine cognitive tests and the multistage fitness test. Structural equation modeling techniques were used to analyze the role of different domains of executive functions (inhibition, working memory, cognitive flexibility, and a common factor to all tasks) in the relationship between cardiorespiratory fitness and school grades in three domains: (i) mathematics; (ii) grammar, spelling, and vocabulary; and (iii) text comprehension and expression. Covariate analyses included age and socioeconomic status.ResultsThe results of this study showed that an indirect effect of the various domains of executive functions explained, in part, the relationship between cardiorespiratory fitness and (i) mathematics (β = 0.12, SE = 0.03, P < 0.001), and between cardiorespiratory fitness and (ii) grammar, spelling, and vocabulary (β = 0.12, SE = 0.03, P < 0.001). No relationship between cardiorespiratory fitness and (iii) text comprehension and expression was observed. Although executive functions correlated with school grades, cognitive flexibility drove the indirect effect when all executive function domains were simultaneously taken into account.ConclusionsThese results show the role that executive functions play in understanding the relationship between cardiorespiratory fitness and scholastic performance. Importantly, not all executive function domains contributed equally because cognitive flexibility played a leading role in this wide age range. Furthermore, the relationship between cardiorespiratory fitness and scholastic performance was strongest for mathematics and for low-level language topics but nonsignificant for higher-level language topics, providing a more modulated view of the effect of cardiorespiratory fitness on language.

Project description:BackgroundThere is little evidence on the tracking of physical activity during school hours. In addition, tracking physical activity in schools provides important evidence for understanding children's physical activity and conducting intervention studies. Therefore, this study examined longitudinal changes and tracking of in-school physical activity in primary school children.MethodsIn this study, physical activity was investigated longitudinally in primary school children for 4 years. The baseline participants consisted of 103 second-grade students (7-8 years old) who participated. Step counts and moderate-to-vigorous physical activity (MVPA) in school and during first recess and lunch/second recess were examined using an accelerometer (Kenz Lifecorder GS 4-second version; Suzuken Co. Ltd, Nagoya, Japan).ResultsAfter excluding missing data (moving school; n = 8, physical activity; n = 8), 87 (43 boys and 44 girls) of whom were included in the final analysis. Step counts and MVPA during school and physical education in boys did not decrease across the school years. By contrast, in girls, step counts during school did not decrease across the school years, however MVPA did decrease. In addition, for both sexes, step counts and MVPA during first recess decrease across the school years. During lunch/second recess, only step counts decrease across the school years in both sexes. In addition, the tracking coefficients for step counts and MVPA for boys in school and during first recess and lunch/second recess were found across many school years. Contrarily, girls had fewer significant tracking coefficients between school years than boys. There were also few significant tracking coefficients between grades for physical education step counts and MVPA for both boys and girls.ConclusionsOur results suggested that in-school step counts for both boys and girls does not decrease across the school years. However, given that girls demonstrated reduced levels of in-school MVPA across the school years, it is important to promote strategies to increase MVPA in this group.

Project description:BackgroundCognitive decline poses one of the greatest global challenges for health and social care, particularly in China, where the burden on the older adult population is most pronounced. Despite the rapid expansion of internet access, there is still limited understanding of the long-term cognitive impacts of internet use among middle-aged and older adults.ObjectiveThis study aims to explore the association between internet use and age-related cognitive decline among middle-aged and older Chinese adults. To gain a more comprehensive understanding of the effects of internet use, we also focused on assessing the impact of both the frequency of internet use and the types of internet devices on cognition. Moreover, we assessed the mediating role of internet use on cognitive function for characteristics significantly linked to cognition in stratified analysis.MethodsWe analyzed data based on 12,770 dementia-free participants aged ≥45 years from the China Health and Retirement Longitudinal Study. We used a fixed effects model to assess the relationship between internet use and cognitive decline and further validated it using multiple linear regression analysis, generalized estimating equations, propensity score matching, inverse probability of treatment weighting, and overlap weighting. We further examined the varying effects of internet device type and frequency on cognitive function using fixed effects models and Spearman rank correlations. The Karlson-Holm-Breen method was used to estimate the mediating role of internet use in the urban-rural cognitive gap.ResultsParticipants using the internet (n=1005) were younger, more likely to be male, more educated, married, retired and living in an urban area and had higher cognitive assessment scores than nonusers (n=11,765). After adjusting for demographic and health-related risk factors, there was a positive correlation between internet use and cognitive function (β=0.551, 95% CI 0.391-0.710). Over the follow-up period, persistent internet users had a markedly lower 5-year incidence of neurodegenerative diseases, at 2.2% (15/671), compared with nonusers, at 5.3% (379/7099; P<.001). The negative impact of aging (>50 years) on cognitive function was consistently less pronounced among internet users than among nonusers. Furthermore, increased frequency of internet use was associated with greater cognitive benefits for middle-aged and older adults (rs=0.378, P<.001). Among digital devices used for internet access, cell phones (β=0.398, 95% CI 0.283-0.495) seemed to have a higher level of cognitive protection than computers (β=0.147, 95% CI 0.091-0.204). The urban-rural disparity in cognitive function was partially attributed to the disparity in internet use (34.2% of the total effect, P<.001).ConclusionsThis study revealed that the use of internet by individuals aged 45 years and older is associated with a reduced risk of cognitive decline. Internet use has the potential to be a viable, cost-effective, nonpharmacological intervention for cognitive decline among middle-aged and older adults.

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A 4-year longitudinal study investigating the relationship between flexible school starts and grades.

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A 4-year longitudinal study investigating the relationship between flexible school starts and grades.

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