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Cezário RR, Freitas D, Chahad-Ehlers S. Chronotype as a predictor of scholar performance in a full-time middle school. BRAZ J BIOL 2023; 83:e272072. [PMID: 37283338 DOI: 10.1590/1519-6984.272072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 04/28/2023] [Indexed: 06/08/2023] Open
Abstract
The performance of day-to-day tasks, whether satisfactory or unsatisfactory, varies due to several environmental synchronizers, including the 24-hour light-dark cycle. For instance, human performance on physical and/or cognitive demanding activities reaches its peak during the day when the body temperature is at its circadian peak. Individual differences in the circadian peaks in temperature along with individuals' timing of sleep is referred to as chronotype. Here, we aimed to answer if (a) chronotypes affect the performance of students in a Brazilian full-time school with an early start time and if (b) there are differences in performance based on chronotype. We expected to find (a) a positive effect of the morning chronotype on the students' performance, particularly in subjects that take place in early morning; (b) while a negative effect of the evening chronotype in that same period. To address the effect of the chronotype on the students' scholar performance we build a Generalized Linear Mixed Model (GLMM). Results support the hypothesis that the students' performance is partially attributed to their chronotype. In particular, our findings shows that evening-type students are expected to have an increase of 0.038 (p ≤0.05) log counts on their performance in Portuguese classes compared to other chronotypes. Here we add evidence for the effect that individual chronotypes have on the students' performance in a Brazilian full-time middle school. Distinctive features of the studied Brazilian full-time middle school related to chronotypes are discussed.
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Affiliation(s)
- R R Cezário
- Universidade de São Paulo - USP, Department of Biology, Graduate Program in Entomology, Ribeirão Preto, SP, Brasil
| | - D Freitas
- Universidade Federal de São Carlos - UFSCar, Center for Education and Human Sciences, Department of Teaching Methodology, São Carlos, SP, Brasil
| | - S Chahad-Ehlers
- Universidade Federal de São Carlos - UFSCar, Department of Genetics and Evolution, São Carlos, SP, Brasil
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Moreno CRC, Raad R, Gusmão WDP, Luz CS, Silva VM, Prestes RM, Saraiva SP, Lemos LC, Vasconcelos SP, Nehme PXSA, Louzada FM, Marqueze EC. Are We Ready to Implement Circadian Hygiene Interventions and Programs? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16772. [PMID: 36554651 PMCID: PMC9781949 DOI: 10.3390/ijerph192416772] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Revised: 12/09/2022] [Accepted: 12/11/2022] [Indexed: 06/17/2023]
Abstract
Circadian hygiene, a concept not to be confused with the notion of public or social hygiene, should be discussed among experts and society. Light-dark cycles and other possible synchronizers of the human circadian timing system affect ways of life, including sleeping, eating, working and physical activity. Some of these behaviors have also been investigated individually as synchronizers (e.g., eating times). Therefore, the knowledge held today about circadian rhythms, and their implications for health, allows future perspectives in this field to be mapped. The present article summarizes the latest knowledge on factors influencing circadian rhythms to discuss a perspective for the future of health promotion based on circadian hygiene. However, it is important to highlight that circadian hygiene is the product of an imbrication of individual and societal involvement. First, it is important to adopt practices and devise public health policies in line with circadian hygiene. Second, individual healthy habits require internal rhythms to be examined. Last, the research agenda on circadian hygiene can be developed on a public as well as individual level, raising the question as to how much society is willing to embrace this change.
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Affiliation(s)
- Claudia R. C. Moreno
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
- Department of Psychology, Stockholm University, 106 91 Stockholm, Sweden
| | - Rose Raad
- Department of Technology of Architecture, School of Architecture and Urbanism, University of São Paulo, São Paulo 05508-080, Brazil
| | - Waléria D. P. Gusmão
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Cristina S. Luz
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Victor M. Silva
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Renilda M. Prestes
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Susy P. Saraiva
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Lucia C. Lemos
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Suleima P. Vasconcelos
- Public Health Graduate Program, Federal University of Acre, Rio Branco 69920-900, Brazil
| | - Patrícia X. S. A. Nehme
- Department of Health, Life Cycles and Society, School of Public Health, University of São Paulo, São Paulo 01246-904, Brazil
| | - Fernando M. Louzada
- Department of Physiology, Federal University of Paraná, Curitiba 81531-980, Brazil
| | - Elaine C. Marqueze
- Department of Epidemiology, Public Health Graduate Program, Catholic University of Santos, Santos 11015-001, Brazil
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McKeever PM, Dodd R, O’Sullivan DM. Delayed high school start times and graduation and attendance rates over 4 years: the impact of race and socioeconomics. J Clin Sleep Med 2022; 18:2537-2543. [PMID: 35903946 PMCID: PMC9622992 DOI: 10.5664/jcsm.10156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Revised: 06/13/2022] [Accepted: 06/13/2022] [Indexed: 11/13/2022]
Abstract
STUDY OBJECTIVES The current study was designed to examine if improvements in high school graduation and attendance rates persist 4 years after start times later than 8:30 am. Socioeconomic status and race were accounted for in the graduation analysis. METHODS School-wide attendance and graduation records (n = 28 schools) from 1999-2017 were analyzed in August of 2021 using a repeated-measures analysis of variance at 5 points in time, 1 year predelay and 4 consecutive years postdelay start times. RESULTS Graduation rates for students in grade 12 (n > 47,000) after postdelay year 4 increased from 80% to 90% (P < .001) and attendance rates in grades 9-12 (n > 80,000) improved from 90% to 93% (P = .012). CONCLUSIONS Attendance and graduation rates for all students improved after 4 years following a delayed start. Economically disadvantaged students and Black students showed significant changes in graduation rates postdelay year 4 and White students significantly improved postdelay years 2, 3, and 4. Adolescent students, especially economically and racially disadvantaged students, have a vulnerability for obtaining adequate sleep. Delaying high school start times is a cost-effective intervention that could promote sufficient sleep and boost graduation and attendance rates. CITATION McKeever PM, Dodd R, O'Sullivan DM. Delayed high school start times and graduation and attendance rates over 4 years: the impact of race and socioeconomics. J Clin Sleep Med. 2022;18(11):2537-2543.
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Affiliation(s)
- Pamela Malaspina McKeever
- Hartford HealthCare/Behavioral Health Network/-Institute of Living, The Webb Schools, Hartford, Connecticut
| | - Ralph Dodd
- Hartford HealthCare/Behavioral Health Network/-Institute of Living, The Webb Schools, Hartford, Connecticut
| | - David M. O’Sullivan
- Department of Research Administration, Hartford HealthCare/Hartford Hospital, Hartford, Connecticut
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A 4-year longitudinal study investigating the relationship between flexible school starts and grades. Sci Rep 2022; 12:3178. [PMID: 35210437 PMCID: PMC8873390 DOI: 10.1038/s41598-022-06804-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 01/25/2022] [Indexed: 11/21/2022] Open
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.
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Estevan I, Silva A, Vetter C, Tassino B. Short Sleep Duration and Extremely Delayed Chronotypes in Uruguayan Youth: The Role of School Start Times and Social Constraints. J Biol Rhythms 2020; 35:391-404. [DOI: 10.1177/0748730420927601] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
During adolescence, biological, psychosocial, and contextual factors converge in a “perfect storm” and have been put forward to explain the delay in chronotype observed at this age and the prevalence of disrupted sleep. This study provides evidence to support that chronotype and sleep patterns (particularly sleep duration) are socially constrained and to identify novel significant social predictors. Uruguayan public school activities are arranged in up to 4 shifts, creating a natural experiment to examine the effect of school timing on questionnaire-based assessments of sleep and chronotype. In this study, 268 high school students (15-18 years old) who attended school either on morning (0730 to 1130 h) or afternoon shifts (1130 h to 1530 h) responded to an adapted School Sleep Habits Survey. Students attending afternoon shifts had later chronotypes (a 1.5-h later midpoint of sleep on free days adjusted for sleep debt) than those attending the morning shift. Besides shift, evening social activities (including dinner time) were further identified as key predictors of late chronotypes, whereas age and gender were not. Sleep on school days was overall advanced and reduced with respect to weekends, and these effects were stronger in morning-shift students. Weekend sleep duration was similar between shifts, which probably caused the prevalence of reduced sleep durations (average weekly sleep duration, SDweek <8 h) to be higher in morning-shift students (almost 80%) than in afternoon-shift ones (34%). Reduced sleep duration was significantly higher in morning-shift students. In addition, age, chronotype, and dinner time became relevant determinants of sleep deficit only in the morning-shift students. Besides the important social constraint of early school start time, this is the first study to confirm the significance of other types of social pressures on both adolescents’ chronotype and sleep deficit, which can be useful as potential new targets for effective policies to protect adolescent sleep.
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Affiliation(s)
- Ignacio Estevan
- Programa de Neuropsicología y Neurobiología, Facultad de Psicología, Universidad de la República, Uruguay
| | - Ana Silva
- Laboratorio de Neurociencias, Facultad de Ciencias, Universidad de la República, Uruguay
| | - Céline Vetter
- Department of Integrative Physiology, University of Colorado Boulder, Boulder, Colorado, USA
| | - Bettina Tassino
- Sección Etología, Facultad de Ciencias, Universidad de la República, Uruguay
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Storey KE. Later school start times for supporting the education, health, and well-being of high school students. Paediatr Child Health 2020; 25:139-142. [PMID: 32296274 DOI: 10.1093/pch/pxz055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Accepted: 03/05/2019] [Indexed: 01/27/2023] Open
Affiliation(s)
- Kate E Storey
- School of Public Health, University of Alberta, Edmonton, Alberta
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