The DOI matches its Crossref record; 88 of the 91 references it cites were found in a registry or an index; 45 of the 224 sources its claims cite were checked for support.
School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: A Review of the Literature
Open accessAbstract
BACKGROUND: Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students' academic performance, reduce engagement in risk behaviors, and improve health. METHODS: This article reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. RESULTS: Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. CONCLUSIONS: Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies.
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Claims the paper makes
52 No full text of the sources · 21 No basis given · 19 Sources not found · 15 Supported · 13 Supported so far · 10 Partly supported · 6 Own interpretation · 5 Not checked yet · 2 Own method · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Insufficient sleep has been linked to excess weight,6–13 decreased physical activity,14 and increased food intake, possibly due to alterations in appetite-regulating hormones.12”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Partly supportedcites [6] sourceExperimental — accuracy not yet measured
Section 3.5 reports that shorter sleep was associated with greater odds of obesity among female US high school students. It found no significant association among male students, so the source does not establish the link across adolescents generally; the Conclusion also describes a negative association in younger children while noting inconsistencies across age groups. No page numbers are provided in our copy. (LLM, conf=0.85)
- Not checked — no full text of the sourcecites [7] source
- Not checked — no full text of the sourcecites [8] source
- Not checked — no full text of the sourcecites [9] source
- Not checked — no full text of the sourcecites [10] source
- Not checked — no full text of the sourcecites [11] source
- Not checked — no full text of the sourcecites [12] source
- Not checked — no full text of the sourcecites [13] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Results of investigations into longitudinal changes in weight attributable to sleep duration, however, have been mixed.10,15”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [10] source
- Supportedcites [15] source
The Discussion states that longitudinal evidence on sleep and weight in adults has been mixed, describing studies with inverse, U-shaped, and no longitudinal associations. It also says the evidence for an association in adolescents and adults is mixed. (LLM, conf=0.91)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“A solid body of literature has found that insufficient sleep in this young population is tied to poor mental health, including depression, depressive symptoms,8,16–22 and suicidal ideation.8,18,20,22–25”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [8] source
- Supportedcites [18] source
The Discussion states that shorter sleep duration and adolescents’ perceptions of not getting enough sleep are associated with suicidal ideation. This supports the citing sentence’s claim of a link, without requiring a causal interpretation. (LLM, conf=0.93)
- Not checked — no full text of the sourcecites [20] source
- Not checked — no full text of the sourcecites [22] source
- Supportedcites [23] source
The Introduction says shorter sleep was associated with greater suicidal ideation or attempts, especially among adolescents. “What This Study Adds” also describes an association between sleep duration and suicidal ideation or attempts among Korean adolescents. (LLM, conf=0.93)
- Not checked — no full text of the sourcecites [24] source
- Not checked — no full text of the sourcecites [25] source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“A solid body of literature has found that insufficient sleep in this young population is tied to poor mental health, including depression, depressive symptoms,8,16–22 and suicidal ideation.8,18,20,22–25”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [8] source
- Not checked — no full text of the sourcecites [16] source
- Not checked — no full text of the sourcecites [17] source
- Supportedcites [18] source
The Abstract reports associations between inadequate sleep and depression and depressive symptoms in adolescents, as well as between short sleep and suicidal ideation. The Discussion also reports that adolescents with depression or suicidal ideation had shorter sleep durations and were more likely to perceive that they were not getting enough sleep. Page numbers are not provided in our copy. (LLM, conf=0.93)
- Not checked — no full text of the sourcecites [19] source
- Not checked — no full text of the sourcecites [20] source
- Not checked — no full text of the sourcecites [21] source
- Not checked — no full text of the sourcecites [22] source
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Every source the paper cites for this claim was checked and supports it.
In the paper
“Short sleep duration has also been found to be associated with a higher risk of unintentional injury.30”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Supportedcites [30] source
The Results (p. 4) report that adolescents sleeping less than 7 hours per night had significantly higher odds of multiple unintentional injuries than those sleeping 7 hours or more. The association with a single injury was not statistically significant, but the finding for multiple injuries supports the cited statement. (LLM, conf=0.91)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“In addition, a few studies have shown an association between insufficient sleep and unhealthy risk behaviors including alcohol use,17,19,20,22 tobacco smoking,20,22 marijuana use,20,22 use of other illicit/prescription drugs,22 unhealthy weight control strategies,26 and recent sexual activity.20”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Supportedcites [26] source
The Conclusion reports an association between self-reported short sleep duration and unhealthy weight-control behaviors. The Discussion likewise says very short sleep was associated with a higher prevalence of these behaviors among male and female high school students. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Rise times, on the other hand, are primarily determined by a single factor—school start times.43”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Partly supportedcites [43] sourceExperimental — accuracy not yet measured
The Results and Discussion identify school start time as the strongest predictor of wake time among adolescents on school days. The claim omits that condition: the Results also report a strong weekend effect, so the paper does not establish school start time as the primary determinant of rise times generally. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Not surprisingly, students at schools with later start times got out of bed later on school days than those at earlier starting schools.35,36,50,53,55,56,60,62–69”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [35] source
- Partly supportedcites [36] sourceExperimental — accuracy not yet measured
In Results (Part Three, Table 6), children at schools with later start times had later mean wake times than those at control schools after the intervention: 7:13 and 7:16 versus 7:01. But Methods (Measures) says mean wake time combined weekdays and weekends; the reported comparison does not establish the claim specifically for school days. Page numbers are unavailable in our copy. (LLM, conf=0.84)
- Not matchedcites [50]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [53]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites [55] source
- Not matchedcites [56]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites [60]
The Executive Summary reports that high school students in District A, which adopted a later start time, got up roughly an hour later on school days than students in two comparable districts with earlier start times. This directly supports the attributed comparison. (LLM, conf=0.94)
- Not checked — no full text of the sourcecites [62] source
- Not checked — no full text of the sourcecites [63]
- Not checked — no full text of the sourcecites [64] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
Every source the paper cites for this claim was checked and supports it.
In the paper
“In Paksarian et al, bedtimes were delayed by only 10 minutes for each 30 minute delay in school start times.71”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Supportedcites [71] source
The Results (Weeknight Bedtime) report that each half-hour later school start time was associated with a 10.48-minute later bedtime after adjustment. The claim accurately rounds that estimate to 10 minutes; the paper describes an association, not an observed effect of changing a school's start time. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Of 19 studies that evaluated the association between school start times and bedtime, there were no start time-associated differences in weekday bedtimes in eleven studies.35,50,53–55,60,62,67,68,70”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [35] source
- Not matchedcites [50]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [53]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [54]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites [55] source
- Supportedcites [60]
Table 1 in the Report Introduction and Findings reports school-night bedtimes of 11:21, 11:20, and 11:09 p.m. for the three high schools and marks them with the same significance superscript, indicating no statistically significant difference. This report supports the finding for one study; it does not itself establish the citing sentence’s count of eleven out of nineteen studies. (LLM, conf=0.91)
- Not checked — no full text of the sourcecites [62] source
- Not checked — no full text of the sourcecites [67] source
- Not checked — no full text of the sourcecites [68] source
- Not checked — no full text of the sourcecites [70] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- It may state two separate claims as one. 39
- Probably not a substantial claim. 20
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“Finally, students who do not get enough sleep also may be more likely to have problems paying attention and poor academic performance,17,21,31–36 although not all research agrees.37,38”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [17] source
- Not checked — no full text of the sourcecites [21] source
- Supportedcites [31] source
The Discussion reports a pathway in teenagers from short sleep duration through daytime somnolence and reduced attention to lower academic achievement. The Conclusions likewise report correlations among these variables. The citing sentence uses tentative language; its caveat that not all research agrees is attached to other citations, not this source. (LLM, conf=0.92)
- Not checked — no full text of the sourcecites [32] source
- Not checked — no full text of the sourcecites [33] source
- Not checked — no full text of the sourcecites [34] source
- Not checked — no full text of the sourcecites [35] source
- Supportedcites [36] source
The Introduction links insufficient sleep to attention problems, and the Results report that children sleeping under nine hours had higher odds of poor academic achievement. The Discussion says daytime sleepiness and, in some cases, short sleep duration were associated with impaired attention and achievement. The citing sentence assigns the qualification about research disagreement to other citations. (LLM, conf=0.92)
- Not checked — no full text of the sourcecites [37] source
- Supportedcites [38] source
The Discussion links sleep deprivation with reduced alertness and reports poorer school performance among students who did not make up weekday sleep loss. The paper qualifies the performance finding: short weekday sleep alone was not associated with poorer performance, whereas chronic sleep deprivation was. The claim’s ‘may’ is consistent with that qualification; its ‘not all research agrees’ caveat is attached to other citations. (LLM, conf=0.88)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“External factors that contribute to later bedtimes among adolescents include an increase in schoolwork; participation in afterschool activities, including employment; fewer parent-set bedtimes; and late-night use of technology in the bedroom.39–43”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [39] source
- Not checked — no full text of the sourcecites [40] source
- Not checked — no full text of the sourcecites [41] source
- Partly supportedcites [42] sourceExperimental — accuracy not yet measured
The Introduction links later adolescent bedtimes to increased academic workload, part-time employment, and technology use, particularly in the bedroom. The Results and Discussion associate parent-set bedtimes with earlier bedtimes. The paper does not establish that afterschool activities generally, beyond employment, contribute to later bedtimes; its comparison of extracurricular commitments was between bedtime-setting groups, not a test of that claim. (LLM, conf=0.84)
- Partly supportedcites [43] sourceExperimental — accuracy not yet measured
The Results section (page not provided) associates more time spent working, using computers, and socializing with later bedtimes among US adolescents aged 15–17. It reports minimal effects for hours in school and does not establish increased schoolwork, fewer parent-set bedtimes, or technology use specifically in the bedroom. The Discussion also cautions that the activity associations do not establish causation. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“In further analysis, the authors found the longer sleep duration for boys only (20 minutes for each 30 minute delay in school start times) and that there was variation by urbanicity, with an increase in sleep duration for boys in major metropolitan”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Partly supportedcites [71] sourceExperimental — accuracy not yet measured
The Results (Interaction by Sex) report about 20 additional minutes of sleep for boys, but only for each 30-minute delay in start times before 8:01 am; no association was found from 8:01 am onward or for girls. The Results (Interaction by Urbanicity) also report variation by urbanicity, including increased sleep duration for boys in major metropolitan counties. The citing sentence omits the before-8:01-am limit on its 20-minute figure. (LLM, conf=0.88)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Paksarian et al. observed longer sleep durations with later school start times (11 minutes for each 30 minute delay in school start times), but only for schools that started before 8:01 AM.71”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Supportedcites [71] source
The Discussion reports an estimate of about 11 additional minutes of sleep per 30-minute later start before 8:01 am. It also describes a plateau beyond 8:01 am, matching the claim's qualification. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“some evidence suggests a positive association between later school start time and academic performance,57,58,60,61,64,81 although the association may be relatively weak55 and not universal.59,67,80”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not checked — no full text of the sourcecites [57] source
- Supportedcites [58] source
The paper supports the positive-link portion of the sentence: on p. 2, the authors report that later school starts significantly improve academic achievement. The sentence assigns the 'relatively weak' and 'not universal' qualifications to other citations, not necessarily to this paper. (LLM, conf=0.92)
- Not matchedcites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Grades are not standardized and differ across subjects, teachers, and schools.
- Rests on an assumption: Not all students take standardized tests like the SAT or ACT, and those who do are more likely to be college-bound.
- Rests on an assumption: Students who already perform very well before a start time delay have little room to improve.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The annual ACT participation rate among Minnesota high school graduates varied from 59% to 66% during the study period (1993–2002).59”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Partly supportedcites [59] sourceExperimental — accuracy not yet measured
In A. Data and Empirical Methods (p. 6), the paper reports annual ACT participation among Minnesota high school graduates ranging from 59% to 66%. It gives the participation-rate period as 1994–2002, not 1993–2002; the ACT test-score data begin in the 1993–94 school year. (LLM, conf=0.88)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“More time working has been linked to poorer academic performance.89”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Other Outcomes
What the sources say
- Supportedcites [89] source
The Results report that adolescents had lower GPAs when working intensive hours than when not working. The claim describes an association, not a causal effect, and is consistent with that finding. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“The following year, crash rates among 16–17 year olds were higher (p < .05) in the same county, but difference was not statistically significant when 18 year olds were included in comparison (p = 0.09).88”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Motor Vehicle Crashes
What the sources say
- Supportedcites [88] source
Table 1 (page not provided) reports that in 2010–2011 Chesterfield County had a higher crash rate than Henrico County among 16–17-year-olds (p = 0.046). The difference for 16–18-year-olds was not statistically significant (p = 0.088), rounded to 0.09 in the Results. (LLM, conf=0.94)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > Abstract > RESULTS
direct- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
In the paper
“For one of these, the difference in sleep duration did not meet the authors’ effect size criterion, although the difference would not have been expected to be large since the difference in school start times was only 20 minutes.35”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [35] source
plainSingle case- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
In the paper
“In the study by Owens et al., some students stated that after seeing the benefits of getting more sleep with the delay in school start times, they sought to further increase their sleep by going to bed earlier.65”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [65] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
None of the sources cited for this claim have been checked yet.
In the paper
“Seven reports that evaluated weekend sleep patterns found more “catch-up” sleep on the weekends for earlier start times,51,61,64,66,69,74,78 although one found no difference in this outcome.71”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [51]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites [61]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites [64] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: A gap between school-night and weekend sleep can signal that students are not getting enough sleep on school nights and are compensating on weekends.
- Not matched
In the paper
“The other study observed longer sleep duration for students at the later starting school, but the difference was not statistically significant.50”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [50]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- Not matched
In the paper
“In Wahlstrom and colleagues’ survey of students post-start time change, 27% reported falling asleep in a morning class in the previous 2 weeks, and 29% fell asleep in an afternoon class.61”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [61]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“After an advance in start time from 8:25 AM to 7:20 AM, students had a shorter REM sleep latency (time between sleep onset and onset of REM sleep) on polysomnography and a shorter sleep latency (time to sleep onset during a standard testing protocol).62”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [62] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Sleep duration for the second later-starting district was also longer than for the early-starting district, but the difference was not statistically significant.60”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“Wahlstrom and colleagues found that students with later school start times reported less hours of homework,60 whereas Edwards observed the reverse57 and Boergers and colleagues saw no difference.67”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“One study assessed weeknight and weekend sleep and observed longer weeknight sleep duration and no change in weekend sleep patterns after a delay in school start time”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [67] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The longitudinal component of the same report looked at schools that had changed school start times over the course of the study and found that a one hour delay in start time corresponded to a 2 percentile increase in math and 1.5 percentile increase in reading.57”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not checked — no full text of the sourcecites [57] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Wolfson and colleagues observed higher grades after delaying school start times for 8th grade, although not for 7th-grade students.64”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not checked — no full text of the sourcecites [64] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“The Norwegian study that delayed start times on Mondays included reaction time tests and found that students at the school with delayed start time had significantly fewer lapses and faster reaction times on Monday than Friday compared to no difference among students at the control (no delay) school.78”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not checked — no full text of the sourcecites [78] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Arlington Public Schools (Arlington County, Virginia) observed an improvement in 10th grade students’ 1st period grades after a 45 minute delay in high school start times, with no change in 7th grade students’ 1st period grades after a 20 minute advance in middle school start times.81”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not matchedcites [81]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“One study saw that students at schools with later start times spent less time at work during the school week (p < .05).60”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Other Outcomes
What the sources say
- Not matchedcites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Despite this finding, academic performance improved for those students.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Attendance/Tardiness
What the sources say
- Not matchedcites [81]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Although not all studies found that later start times corresponded to improved academic performance, no studies found a negative impact of later school start times on academics.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > CONCLUSION
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Later school start times also generally corresponded to improved attendance, less tardiness, less falling asleep in class, fewer depression symptoms, and fewer motor vehicle crashes.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > CONCLUSION
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Nearly all studies to date provide evidence that delaying school start time accomplishes the goal of increasing sleep duration among these students, primarily by delaying rise times.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > CONCLUSION
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Rests on an assumption: Adolescents as a group are largely sleep-deprived.
In the paper
“Two areas saw major decreases (≥65%) in teen crash rates after the delays, while one saw a small decrease (6%), and another saw a small increase (9%).61”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Motor Vehicle Crashes
What the sources say
- Not matchedcites [61]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“Less than a third of students report 8 or more hours of sleep, and this proportion decreases as school grade level increases so that fewer than a quarter of high school seniors get this amount.4”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [4] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“One of the early changes associated with puberty is alteration of a child’s circadian rhythms, such that adolescents are more alert in the afternoons and evenings and require morning sleep.44”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [44] source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“That study also relied on a non-standardized measure of academic performance and did not adjust for variables such as grade in school, which is strongly related to prevalence of insufficient sleep.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“However, these programs may improve knowledge of sleep without having a significant effect on behavior.45,46”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, as with all cross- sectional studies, only associations between school start times and other variables can be shown—not cause and effect.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Types of School Start Time Studies
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“However, class grading and subsequently grade point averages are not standardized and may vary by subject, teacher, and school.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. It may state two separate claims as one.
In the paper
“In 2014, the American Academy of Pediatrics published a policy statement urging middle and high schools to adjust start times to permit students to obtain adequate sleep and improve physical and mental health, safety, academic performance, and quality of life.3”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
What the sources say
- Not checked — no full text of the sourcecites [3] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“That study also did not adjust by sex of student, which was a strong predictor of grade point average.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > BACKGROUND
boostedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Although longitudinal studies may provide stronger evidence of causation than cross-sectional studies by addressing the issue of temporality, it is”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Types of School Start Time Studies
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Publication bias and over-representation of studies with significant results is also possible, however, some studies included in this review had results that did not agree with the majority.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Methods
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Other school characteristics, such as socioeconomic status of students, can also have effects on sleep and other outcomes but is often not reported.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Types of School Start Time Studies
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“In the Norwegian study,78 start times were delayed from 8:30 AM to 9:30 AM on Mondays only.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [78] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both of these results indicate sleep-deficiency.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The lack of association could have been due to either the change being in effect only one day a week or the earlier start time already being late enough.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“the schools in the Croatian study alternated their schedule weekly, with schools starting in the morning one week and in the afternoon the next.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [80]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“That study found that girls had later chronotype (evening preference) and more sleepiness.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [80]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“In the Croatian study,80 the students at the earlier starting schools were predominantly boys, while girls made up most of the population at the later starting schools.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not matchedcites [80]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“However, in addition to the difference in the make-up of the student populations (more boys at earlier schools and more girls at later schools) in that study, students were also aware of the school schedule at enrollment and the response rate was low.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
What the sources say
- Not matchedcites [80]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“which could be interpreted as a decrease in “catch-up” sleep.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: A gap between school-night and weekend sleep can signal that students are not getting enough sleep on school nights and are compensating on weekends.
In the paper
“However, the difference between weeknight and weekend sleep was not analyzed.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
What the sources say
- Not checked — no full text of the sourcecites [67] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“presumably in an attempt to make up for insufficient nighttime sleep.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Sleep and Sleepiness
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“However, in that study, the start time was delayed on Mondays only.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Depression
What the sources say
- Not checked — no full text of the sourcecites [78] source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“However, the start time study was cross-sectional and other variables such as socioeconomic status may explain the difference in time spent at work.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Other Outcomes
What the sources say
- Not matchedcites [60]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“there is also evidence of a causal relationship between insufficient sleep and depression, as well as mood in general.84,85”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Depression
What the sources say
- Not checked — no full text of the sourcecites [84] source
- Not matchedcites [85]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Incidentally, shorter REM sleep latency, such as was observed by Carskadon and colleagues after an advance in start time,62 is also often observed in major depression.86”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Depression
What the sources say
- Not checked — no full text of the sourcecites [86] source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The report also noted that the attendance reporting procedures changed during the course of the study.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Attendance/Tardiness
What the sources say
- Not matchedcites [81]
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
The paper relies on this without support.
The adverse outcomes linked to insufficient sleep are caused by insufficient sleep, so increasing sleep through later school start times would improve those outcomes.
“Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students’ academic performance, reduce engagement in risk behaviors, and improve health.”
The paper relies on this without support.
The 38 reviewed reports are sufficiently comparable in design, measures, and populations to be synthesized into general conclusions about school start times.
“This paper reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students.”
The paper relies on this without support.
A gap between school-night and weekend sleep can signal that students are not getting enough sleep on school nights and are compensating on weekends.
“Differences in sleep patterns between weeknights and weekend nights can also indicate insufficient weeknight sleep as students try to make up for lost sleep on the weekends.”
The paper relies on this without support.
Adolescents who are sleepy might use caffeine to counteract their sleepiness.
“Sleepy adolescents may also attempt to lessen sleepiness with caffeine.”
The paper relies on this without support.
Grades are not standardized and differ across subjects, teachers, and schools.
“Class grading is not standardized and varies by subject, teacher, and school.”
The paper relies on this without support.
Not all students take standardized tests like the SAT or ACT, and those who do are more likely to be college-bound.
“Standardized tests such as the Scholastic Aptitude Test or the ACT are not taken by all students and are more likely to be taken by students planning to attend college.”
The paper relies on this without support.
Students who already perform very well before a start time delay have little room to improve.
“Finally, students with very good academic performance before a delay in school start time do not have much room for improvement.”
The paper relies on this without support.
Attendance matters for academic success.
“School attendance is also important for academic success.”
The paper relies on this without support.
Biological changes begin before high school.
“Much of the focus has been on high school students, but biological changes begin earlier, so further research into middle-school students is warranted.”
The paper relies on this without support.
Adolescents as a group are largely sleep-deprived.
“Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep among adolescents, a largely sleep-deprived population”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Several studies have also examined the effect of later start times on car crash and unintentional injury rates among adolescents and found that delayed start times and receiving more sleep as a result may lead to fewer car crash rates and unintentional injury [68,107], most likely through reduced sleepiness [68, 70, 73, 76, 77•, 78•, 79, 80].”
From Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents (2023) · cites this paper as [68]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“The associations between later school start times and academic performance may be mediated by reduced sleepiness [68, 70, 73, 76, 77•, 78•, 79, 80] and improved attention during the school day [88], particularly among high school students [76].”
From Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents (2023) · cites this paper as [68]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Growing evidence suggests that adolescents at later-starting schools sleep longer on weekdays, have higher attendance and graduation rates, and fewer mental health symptoms compared to their peers at earlier-starting schools.”
From Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents (2023) · cites this paper as [68]
The cited source says what the claim attributes to it.
In the citing paper
“a review of school start time studies by Wheaton et al. found less reported daytime sleepiness or falling asleep in class in schools with later start times in 10 out of 12 reviewed studies [68].”
From Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents (2023) · cites this paper as [68]
The check wasn’t confident either way, so it gives no verdict — never disputed.
In the citing paper
“the preliminary findings show better dietary quality and more healthful weight behaviors of students attending delayed-start schools compared to their peers [68,105,106].”
From Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents (2023) · cites this paper as [68]
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > CONCLUSION
“Although not all studies found that later start times corresponded to improved academic performance, no studies found a negative impact of later school start times on academics.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
“In Milic et al.’s study in Croatia, students with an earlier school start time performed better academically than students at the schools with later start times.80”
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > CONCLUSION
“no studies found a negative impact of later school start times on academics.”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Academics and Cognition
“In Milic et al.’s study in Croatia, students with an earlier school start time performed better academically than students at the schools with later start times.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Methods
“Several of the earliest studies with results presented in abstract form only were identified in this manner,50–54 as were some studies from the education or economics literature that were not indexed by PubMed.55–59”
§ School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature > LITERATURE REVIEW > Methods
“Five of the 38 reports were identified in this manner.”
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“For example, tardiness is often explained in relation to individual behavior, such as children’s sleeping behavior [42], and is seldom related to a school context.”
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“87,89 However, since the adolescents were asked to adhere to a consistent 8 h sleep schedule, we tried to avoid these variations, even if we cannot rule out that they nevertheless varied their bed-times slightly more than the adults.”
BackgroundVariable School Start Times and Middle School Student's Sleep Health and Academic Performance
Lewin, D. S., Wang, G., Chen, Y. I., Skora, E., Hoehn, J., Baylor, A., & Wang, J. (2017) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2017.02.017 · Cited by 37
Al-Hazzaa, H. M., Alhussain, M. H., Alhowikan, A. M., & Obeid, O. (2019) · Nature and Science of Sleep · doi:10.2147/nss.s225883 · Cited by 43
“A recent review indicated that delaying school start time increases weeknight sleep duration among adolescents, mainly by delaying rise times.(36) Our findings showed that mean BMI value among sufficient sleepers was lower than that of insufficient sleepers, however, when confounders were adjusted in the logistic mode…”
BackgroundNurius, P. S., LaValley, K., & Kim, M.-H. (2019) · School Mental Health · doi:10.1007/s12310-019-09335-z · Cited by 44
Disparities in Sleep-Disordered Breathing: Upstream Risk Factors, Mechanisms, and Implications
Gueye‐Ndiaye, S., Williamson, A. A., & Redline, S. S. (2023) · Clinics in Chest Medicine · doi:10.1016/j.ccm.2023.03.012 · Cited by 35
Ferrante, G. R., Goldin, A. P., Sigman, M., & Leone, M. J. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00171-0 · Cited by 37
Later school start times in a flexible system improve teenage sleep
Winnebeck, E. C., Vuori-Brodowski, M. T., Biller, A. M., Molenda, C., Fischer, D., Zerbini, G., & Roenneberg, T. (2020) · Sleep · doi:10.1093/sleep/zsz307 · Cited by 30
Adolescent sleep duration and timing during early COVID-19 school closures
Weingart, R., Bryan, C. S., Olson, D., Gazmararian, J. A., Rosati, B., Hale, L., & Gilder, M. V. (2021) · Sleep Health · doi:10.1016/j.sleh.2021.07.003 · Cited by 39
“However, these studies did not examine whether school start times changed or remained the same for students in the sample during the pandemic, despite prior evidence on school start times’ influence on adolescent sleep.(14) Healthy sleep is particularly important during the COVID-19 pandemic to help adolescents cope w…”
BackgroundThe Impact of Weekday-to-Weekend Sleep Differences on Health Outcomes among Adolescent Students
Kim, J., Noh, J., Kim, A., & Kwon, Y. D. (2022) · Children · doi:10.3390/children9010052 · Cited by 33
“In the United States, school start times are a huge contributor to sleep debt which is induced due to difference in individual preferred sleep timing and actual sleep duration, particularly among high school students [4,31,32].”
BackgroundBertz, J. W., Epstein, D. H., Reamer, D., Kowalczyk, W. J., Phillips, K. A., Kennedy, A., Jobes, M. L., Ward, G., Plitnick, B., Figueiro, M. G., et al. (2019) · Journal of Substance Abuse Treatment · doi:10.1016/j.jsat.2019.08.011 · Cited by 31
Stressors, Repetitive Negative Thinking, and Insomnia Symptoms in Adolescents Beginning High School.
Brodar, K. E., Greca, A. L., Hysing, M., & Llabre, M. (2020) · Journal of Pediatric Psychology · doi:10.1093/jpepsy/jsaa064 · Cited by 27
Fitzpatrick, J. M., Silva, G. E., & Vana, K. D. (2021) · Journal of School Health · doi:10.1111/josh.12983 · Cited by 28
Zheng, Y., Panayiotou, M., Currie, D. B., Yang, K., Bagnall, C. L., Qualter, P., & Inchley, J. (2022) · Child Psychiatry & Human Development · doi:10.1007/s10578-022-01449-x · Cited by 42
School start times and academic achievement - A systematic review on grades and test scores
Biller, A. M., Meissner, K., Winnebeck, E. C., & Zerbini, G. (2022) · Sleep Medicine Reviews · doi:10.1016/j.smrv.2021.101582 · Cited by 27
For Whom (and When) the Time Bell Tolls: Chronotypes and the Synchrony Effect
May, C. P., Hasher, L., & Healey, K. (2023) · Perspectives on Psychological Science · doi:10.1177/17456916231178553 · Cited by 35
Illingworth, G., Sharman, R., Jowett, A., Harvey, C., Foster, R., & Espie, C. (2019) · Sleep Medicine · doi:10.1016/j.sleep.2018.10.021 · Cited by 26
“For example, a review of school start time research cited that changing the start time ‘can take years to accomplish’ [42].”
BackgroundMethodImpact of sleep and mental health in adolescence: an overview
Woodfield, M., Butler, N. G., & Tsappis, M. W. (2024) · Current Opinion in Pediatrics · doi:10.1097/mop.0000000000001358 · Cited by 30
Drowsy Driving, Sleep Duration, and Chronotype in Adolescents
Owens, J. A., Dearth‐Wesley, T., Herman, A. N., & Whitaker, R. C. (2018) · The Journal of Pediatrics · doi:10.1016/j.jpeds.2018.09.072 · Cited by 27
Le, H., & Nguyen, H. T. (2017) · American Journal of Health Economics · doi:10.1162/ajhe_a_00100 · Cited by 27
Are We Ready to Implement Circadian Hygiene Interventions and Programs?
Moreno, C. R. D. C., Raad, R., Gusmão, W. D. P., Luz, C. S. D. S., Silva, V. M., Prestes, R. M., Saraiva, S. P., Lemos, L. C., Vasconcelos, S. P., Nehme, P., et al. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192416772 · Cited by 28
“Thus, incompatibility between adolescent sleep patterns and morning school schedules negatively impacts academic performance [60,61].”
BackgroundTri-Branch Convolutional Neural Networks for Top-k Focused Academic Performance Prediction
Cui, C., Zong, J., Ma, Y., Wang, X., Guo, L., Chen, M., & Yin, Y. (2022) · IEEE Transactions on Neural Networks and Learning Systems · doi:10.1109/tnnls.2022.3175068 · Cited by 26
Grade Inflation or Grade Increase
Yeritsyan, A., Mjelde, J. W., & Litzenberg, K. K. (2022) · Journal of Agricultural and Applied Economics · doi:10.1017/aae.2022.15 · Cited by 26
“One possible explanation for morning classes having lower GPAs is students in morning classes my not have had enough sleep, which affects their performance during the class (Wahlstrom, Hendrix, and Frederickson, 1998; Wheaton, Chapman, and Croft, 2016).”
BackgroundLiu, J., Tan, A. S. L., Winickoff, J. P., & Rees, V. W. (2023) · Addictive Behaviors · doi:10.1016/j.addbeh.2023.107804 · Cited by 25
The 8–Hour Challenge: Incentivizing Sleep during End–of–Term Assessments
King, E., Mobley, C., & Scullin, M. K. (2019) · Journal of Interior Design · doi:10.1111/joid.12135 · Cited by 23
Calidad de sueño y rendimiento académico en alumnos de educación secundaria
Bugueño, M., Curihual, C., Olivares, P., Wallace, J., López-Alegría, F., Rivera, G. M., & Oyanedel, J. C. (2017) · Revista médica de Chile · doi:10.4067/s0034-98872017000901106 · Cited by 23
School Start Times, Delinquency, and Substance Use: A Criminological Perspective
Semenza, D. C., Meldrum, R., Jackson, D. B., Vaughn, M., & Piquero, A. (2019) · Crime and delinquency · doi:10.1177/0011128719845147 · Cited by 20
Youth sleep durations and school start times: a cross‐sectional analysis of the COMPASS study
Patte, K., Cole, A., Qian, W., & Leatherdale, S. (2017) · Sleep Health · doi:10.1016/j.sleh.2017.07.011 · Cited by 20
Gender differences in the impact of sleep duration on common mental disorders in school students
Agathão, B. T., Lopes, C. D. S., Cunha, D. B., & Sichieri, R. (2020) · BMC Public Health · doi:10.1186/s12889-020-8260-5 · Cited by 23
Migueles, J. H., Cadenas‐Sánchez, C., Esteban‐Cornejo, I., Mora-González, J., Rodríguez‐Ayllón, M., Solis‐Urra, P., Erickson, K. I., Kramer, A. F., Hillman, C. H., Catena, A., et al. (2020) · Pediatric Obesity · doi:10.1111/ijpo.12707 · Cited by 25
“In this regard, later sleep onset and wake times are associated with lower GMV in cortical regions(11) and poorer school performance,(6,11) including mathematics, reading and social sciences.(7,15) Total sleep time showed a small effect on school grades.”
BackgroundMarx, R. A., Tanner‐Smith, E. E., Davison, C., Ufholz, L., Freeman, J., Shankar, R., Newton, L., Brown, R. S., Parpia, A. S., Cozma, I., et al. (2017) · Campbell Systematic Reviews · doi:10.4073/csr.2017.15 · Cited by 21
Chan, N. Y., Wu, W. J., Chan, J. W. Y., Chan, K. C. C., Li, A. M., Chan, S. S. M., Hau, K., & Wing, Y. K. (2023) · Sleep Medicine · doi:10.1016/j.sleep.2023.04.001 · Cited by 25
Davy, J., Scheuermaier, K. D., Roden, L. C., Christie, C. J.-A., Bentley, A., Gómez-Olivé, F. X., Iacovides, S., Lewis, R., Lipinska, G., Roche, J., et al. (2021) · Journal of Physical Activity and Health · doi:10.1123/jpah.2020-0863 · Cited by 21
Lemke, T., Hökby, S., Wasserman, D., Carli, V., & Hadlaczky, G. (2023) · PLoS ONE · doi:10.1371/journal.pone.0293580 · Cited by 25
Ferrante, G. R., Goldin, A. P., Sigman, M., & Leone, M. J. (2022) · Scientific Reports · doi:10.1038/s41598-022-11928-9 · Cited by 23
Later Start, Longer Sleep: Implications of Middle School Start Times
Temkin, D., Princiotta, D., Ryberg, R., & Lewin, D. (2018) · Journal of School Health · doi:10.1111/josh.12622 · Cited by 16
Vestergaard, C., Simpson, M. R., Sivertsen, B., Kallestad, H., Langsrud, K., Scott, J., & Vedaa, Ø. (2024) · Sleep Science and Practice · doi:10.1186/s41606-024-00109-4 · Cited by 19
“…times in the morning has also been associated with reduced daytime sleepiness among students, fewer depressive symptoms, better attendance, alertness and grades, and the incidence of traffic accidents among young people may decrease (Minges and Redeker 2016; Wheaton et al. 2016; Vedaa et al. 2012).”
BackgroundChaput, J., Gariépy, G., Pendharkar, S. R., Ayas, N., Samuels, C. H., Vallières, A., Davidson, J. R., Morin, C. M., Simonelli, G., Bourguinat, C., et al. (2022) · Sleep Health · doi:10.1016/j.sleh.2022.06.005 · Cited by 20
School Start Time and Psychological Health in Adolescents
Berger, A. T., Widome, R., & Troxel, W. M. (2018) · Current Sleep Medicine Reports · doi:10.1007/s40675-018-0115-6 · Cited by 18
Later School Start Times as a Public Health Intervention to Promote Sleep Health in Adolescents
Mousavi, Z., & Troxel, W. M. (2023) · Current Sleep Medicine Reports · doi:10.1007/s40675-023-00263-8 · Cited by 18
Neuroth, L. M., Ma, M., Brooks‐Russell, A., & Zhu, M. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18115708 · Cited by 19
“Late sleep initiation stems from biological mechanisms surrounding the adolescent homeostatic sleep system and circadian rhythms [12,13] as well as behavioral factors such as homework, after school activities, and increased technology use [10,12,14,15].”
BackgroundResult
Metadata
- Authors
- Wheaton, A. G., Chapman, D. P., & Croft, J. B.
- Affiliations
- Centers for Disease Control and Prevention (US)
- Corresponding author
- Wheaton, Anne G.
- Venue
- Journal of School Health
- Publisher
- Wiley
- Published
- 2016-04-03
- Volume
- 86
- Issue
- 5
- Pages
- 363-381
- ISSN
- 0022-4391 (ISSN-L)
- 1746-1561
- PMC
- PMC4824552
- OpenAlex
- W2318249357
- Cited by
- 311
- References
- 91
- Citations by year
- 2026: 23 · 2025: 29 · 2024: 25 · 2023: 39 · 2022: 42 · 2021: 37 · 2020: 38 · 2019: 28 · 2018: 24 · 2017: 19 · 2016: 7
- FWCI
- 3.41
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of School Health (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (CC999999)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and Work-Related Fatigue
- Life Sciences › Neuroscience › Endocrine and Autonomic Systems › Circadian rhythm and melatonin
- Keywords
- school start time, adolescent sleep, sleep duration, academic performance, school attendance, tardiness, risk-taking, traffic accidents, school policy
- MeSH terms
- Absenteeism, Accidents, Traffic, Adolescent, Child, Cognition, Educational Status, Health Status, Humans, Mental Health, Schools, Sleep, Time Factors, Wakefulness, Young Adult
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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