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Perceived Barriers and Facilitating Factors in Implementing Delayed School Start Times to Improve Adolescent Sleep Patterns
Author(s) -
Fitzpatrick Julia M.,
Silva Graciela E.,
Vana Kimberly D.
Publication year - 2021
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12983
Subject(s) - psychology , medical education , sleep deprivation , sleep (system call) , medicine , psychiatry , cognition , computer science , operating system
BACKGROUND Most adolescents in the United States do not obtain sufficient sleep. Early school start times play a significant role in adolescent sleep deprivation. Most primary and secondary schools begin classes earlier than the 8:30 am. Perceived barriers to implementing a delayed school start time have been suggested in the literature but have not been quantified. This study explored perceived barriers and facilitating factors for implementing delayed high‐school start times. METHODS A cross‐sectional study. School administrators who had delayed their school start times were invited to complete an online questionnaire ranking the perceived barriers and facilitating factors for implementing the delayed start times. RESULTS Most commonly cited perceived barriers were lack of a tiered bus system, school athletes missing more afternoon classes, and less time after school for athletics. Most commonly cited facilitating factors were school‐administrator involvement in the decision‐making process and sleep education for family members and school administrators. CONCLUSIONS Participants found that providing sleep education to fellow administrators, teachers, school staff members, families, and students and including them in the decision‐making process positively facilitated the implementation of delayed school start times. Perceived barriers to implementation may be overcome with support from stakeholders and planning committees.