Department of Organizational Leadership, Policy and Development, 210D Burton Hall, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455.
Division of Epidemiology and Community Health, University of Minnesota School of Public Health, 1300 South 2nd St, Suite #300, Minneapolis, MN 55454.
Sleep Health. 2017 Jun;3(3):216-221. doi: 10.1016/j.sleh.2017.03.002. Epub 2017 Apr 8.
The objectives were 2-fold: (1) to examine how high school start times relate to adolescent sleep duration, and (2) to test associations between sleep duration and mental health- and substance use-related issues and behaviors in teens.
This study examines selected questions from survey data collected between 2010 and 2013 high school students.
Respondents included more than 9000 students in grades 9 to 12 in 8 high schools in 5 school districts across the United States.
The survey instrument is the 97-item Teen Sleep Habits Survey. Logistic regression models were used to calculate adjusted odds ratios and 95% confidence intervals. Because of clustering within schools and the use of repeated measures, generalized estimating equations were used to account for variance inflation.
Greater sleep duration was associated with fewer reports of various mental health- and substance use-related issues and behaviors (all P values <.01). For instance, for each additional hour of sleep reported, there was a 28% reduction in the adjusted odds of a participant reporting that he or she felt "unhappy, sad, or depressed." Later wake-up times were associated with a reduction in risk for some, but not all factors. Later start times were significantly associated with greater sleep duration.
Given that later start times allow for greater sleep duration and that adequate sleep duration is associated with more favorable mental health- and substance use-related issues and behaviors, it is important that school districts prioritize exploring and implementing policies, such as delayed start times, that may increase the amount of sleep of adolescent students, which is needed for their optimal development.
本研究有两个目的：（1）研究中学上课时间与青少年睡眠时间的关系；（2）检验青少年睡眠时间与心理健康和物质使用相关问题及行为之间的关联。
本研究检查了 2010 年至 2013 年期间收集的高中生调查数据中的部分问题。
美国 5 个学区 8 所高中的 9 至 12 年级学生超过 9000 人参加了该项研究。
该调查工具是 97 项青少年睡眠习惯调查。采用逻辑回归模型计算调整后的优势比和 95%置信区间。由于学校内存在聚类且使用重复测量，广义估计方程被用来解释方差膨胀。
更多的睡眠时间与较少的各种心理健康和物质使用相关问题及行为报告相关（所有 P 值均<.01）。例如，每多报告 1 小时的睡眠时间，调整后的参与者报告“不开心、悲伤或沮丧”的几率就会降低 28%。较晚的起床时间与一些但不是所有因素的风险降低相关。较晚的上课时间与睡眠时间的增加显著相关。
鉴于较晚的上课时间可以保证更多的睡眠时间，而充足的睡眠时间与更有利的心理健康和物质使用相关问题及行为相关，因此学区优先探索和实施政策（如延迟上课时间）非常重要，这可能会增加青少年学生的睡眠时间，这是他们最佳发展所必需的。
