Lo June C, Lee Su Mei, Lee Xuan Kai, Sasmita Karen, Chee Nicholas I Y N, Tandi Jesisca, Cher Wei Shan, Gooley Joshua J, Chee Michael W L
Centre for Cognitive Neuroscience, Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore.
Sleep. 2018 Jun 1;41(6). doi: 10.1093/sleep/zsy052.
To investigate the short- and longer-term impact of a 45-min delay in school start time on sleep and well-being of adolescents.
The sample consisted of 375 students in grades 7-10 (mean age ± SD: 14.6 ± 1.15 years) from an all-girls' secondary school in Singapore that delayed its start time from 07:30 to 08:15. Self-reports of sleep timing, sleepiness, and well-being (depressive symptoms and mood) were obtained at baseline prior to the delay, and at approximately 1 and 9 months after the delay. Total sleep time (TST) was evaluated via actigraphy.
After 1 month, bedtimes on school nights were delayed by 9.0 min, while rise times were delayed by 31.6 min, resulting in an increase in time in bed (TIB) of 23.2 min. After 9 months, the increase in TIB was sustained, and TST increased by 10.0 min relative to baseline. Participants also reported lower levels of subjective sleepiness and improvement in well-being at both follow-ups. Notably, greater increase in sleep duration on school nights was associated with greater improvement in alertness and well-being.
Delaying school start time can result in sustained benefits on sleep duration, daytime alertness, and mental well-being even within a culture where trading sleep for academic success is widespread.
探讨学校上课时间推迟45分钟对青少年睡眠和幸福感的短期及长期影响。
样本包括来自新加坡一所女子中学的375名7至10年级学生（平均年龄±标准差：14.6±1.15岁），该校将上课时间从07:30推迟至08:15。在推迟上课时间之前的基线期，以及推迟后约1个月和9个月时，获取学生关于睡眠时间、困倦程度和幸福感（抑郁症状和情绪）的自我报告。通过活动记录仪评估总睡眠时间（TST）。
1个月后，上学日晚上的就寝时间推迟了9.0分钟，起床时间推迟了31.6分钟，卧床时间（TIB）增加了23.2分钟。9个月后，TIB的增加得以持续，且TST相对于基线增加了10.0分钟。在两次随访中，参与者报告的主观困倦程度较低，幸福感有所改善。值得注意的是，上学日晚上睡眠时间增加越多，警觉性和幸福感的改善就越大。
即使在一种普遍存在用睡眠换取学业成功现象的文化中，推迟学校上课时间也能对睡眠时间、白天警觉性和心理健康产生持续的益处。
