High School Start Time and Migraine Frequency in High School Students.

To determine whether high school start time is associated with headache frequency in adolescents with migraine. Adolescence is marked by a physiologic delayed circadian phase, characterized by later bedtimes and wake times. The American Academy of Pediatrics (AAP) recommends that high schools start no earlier than 8:30a.m., but most high schools in the United States start earlier. The study hypothesis was that adolescents with migraine whose high schools start at 8:30a.m. or later (late group) would have lower headache frequency than those whose schools start earlier than 8:30a.m. (early group). This was a cross-sectional Internet survey study of US high schoolers with migraine recruited online through social media. Comparisons were made between the late group and the early group. The primary outcome measure was self-reported headache days/month. In total, 1012 respondents constituted the analytic set: n=503 in the late group versus n=509 in the early group. Mean (SD) self-reported headache days/month was 4.8 (4.6) versus 7.7 (6.1) in the late and early groups, respectively (p<0.001); mean difference -2.9 (95% CI -2.2 to -3.6). Mean (SD) self-reported hours of sleep on a school night was 7.9 (0.9) versus 6.9 (1.3), p<0.001. Adjusting for total hours of sleep, sex, taking a migraine preventive, days of acute medication use, hours of homework, grade level, and missing breakfast, mean (SD) self-reported headache days/month remained lower in the late group than in the early group: 5.8 (95% CI 5.3-6.2) versus 7.1 (95% CI 6.7-7.4), (p<0.001); mean difference -1.3 (95% CI -1.9 to -0.7). Adolescents with migraine who attend high schools that follow AAP recommendations for start times have lower self-reported headache frequency than those whose high schools start before 8:30a.m. If prospective studies confirm this finding, shifting to a later high school start time may be an effective strategy formigraine prevention in adolescents.

Sleep Data Lead Large School System to Push Back High School Start Times

We contribute to the school start time literature by using statewide student-level data from North Carolina to estimate start time effects for all students and for traditionally disadvantaged students. Descriptively, we found that urban high schools were likely to start very early or late. Later start times were associated with positive student engagement outcomes (reduced suspensions, higher course grades), especially for disadvantaged students. Achievement results were mixed, with positive and negative associations between start times and high school students’ test scores. Continued research is necessary to evaluate the efficacy of later start times as a scalable and cost-effective approach for boosting engagement and achievement.

A recent study by the University of Minnesota looked at eight high schools across the U.S. that chose later start times, from 8:00 a.m. to 8:55 a.m. The study found significant decreases in absences and tardiness as well as greater academic benefits for schools with the latest start times. Among the 9,395 students in the study, those who slept eight or more hours each night were less likely to report symptoms of depression and fall asleep in class. Moreover, after the change to a later start time, the number of car crashes in the districts studied decreased by 13%. Included are recommendations for schools and districts considering changing their high school start times.

California Passes Nation’s First Law on School Start Times

Approximately 7.6 million high school students in the United States participate in sports. Although most sport-related injuries in adolescents are considered minor emergencies, life-threatening illnesses or injuries may occur, such as sudden cardiac arrest, heat stroke, status asthmaticus and exercise-induced asthma, catastrophic brain injuries, cervical spine injuries, heat- and cold-related illness, blunt chest/abdominal injuries, and extremity fractures resulting in compartment syndrome. Emergency preparedness in athletics involves the identification of and planning for medical services to promote the safety of the athlete, to limit injury, and to provide medical care at the site of practice or competition. Several national organizations have published guidelines for emergency preparedness in school-based athletics. Our article reviews guidelines for emergency preparedness put forth by the Sideline Preparedness collaboration (comprised of 6 major professional associations, including the American Academy of Family Physicians, American Academy of Orthopedic Surgeons, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopaedic Society for Sports Medicine, and American Osteopathic Academy of Sports Medicine), the National Athletic Trainers' Association, the American Academy of Pediatrics' Committee on School Health, and the American Heart Association. Additionally, we review published data examining compliance of US high schools with these recommendations for emergency preparedness in school-based athletics, determine deficiencies, and provide recommendations for improvement based on these deficiencies.

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p&gt;0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p&gt;0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

Objective: To estimate the magnitude of the association between overweight, moderate and extreme childhood obesity and the risk of frequent migraines in children and adolescents. Background In adults, obesity appears to increase the risk and severity of migraines. Whether a similar relationship exists in childhood is unclear. Design/Methods: Risk estimates were obtained from the Kaiser Permanente Southern California Children9s Health Study (n=913,178). Weight classes were assigned by body mass index (BMI) specific for age and sex. An electronic algorithm to identify children with frequent migraines was developed and validated. This algorithm was used to identify all children who sought care on 3 or more occasions primarily for migraines between 2006 and 2009. Results: We identified 11,469 children with frequent migraines (1.26%), the majority of which were girls (65.6%), age 12-19 (78.4%) and Hispanic (48.4%). The odds ratios (OR) and 95% confidence intervals of frequent migraine with increasing weight class adjusted for age, sex, race/ethnicity and neighborhood education were 1.00 normal weight (reference category), 1.11 (1.05-1.17) overweight, 1.23 (1.15-1.31) moderately obese, and 1.26 (1.16-1.36) extremely obese for 12-19 year olds, respectively (p for trend Conclusions: In our population childhood obesity modestly increases the risk of frequent migraines in adolescents but not younger children. Moderately and extremely obese adolescents were 23-26% more likely than normal weight children to have frequent migraines. Our findings suggest that the childhood obesity epidemic is likely to lead to increased morbidity from migraines particularly among white, non-Hispanic teenage girls. Disclosure: Dr. Herman has nothing to disclose. Dr. Koebnick has nothing to disclose. Dr. Potrebic has nothing to disclose. Dr. Smith has nothing to disclose. Dr. Langer-Gould has nothing to disclose.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

High school start times and death on the road.

…unmet health needs increasing for children with autism …high school start times and teen sleep deficits

Although it is recommended that middle and high schools start at/after 8:30 a.m., most districts in the United States have not delayed start times. In Fall 2017, the Cherry Creek School District delayed school start times (Middle School [MS]: 8:00 to 8:50 a.m.; High School [HS]: 7:10 to 8:20 a.m.). This study examined changes to student sleep, extracurricular activities, homework, and academic engagement. Students in grades 6-11 completed online surveys during school hours in Spring 2017 (pre-change n=15,700) and Spring 2018 (post-change n=18,607). Questions included weekday and weekend bedtime [BT], wake time [WT], and total sleep time [TST], extracurricular activity participation, sleepiness during homework, and academic engagement. Parents (n=5,441) provided consent for a sample of students whose surveys were allowed to be linked year-to-year, as well as with demographic information. On weekdays, MS students reported slightly later BT (8m), later WT (39m), and longer TST (31m); HS students reported slightly later BT (13m), significantly later WT (61m), and longer TST (48m). When controlling for free/reduced lunch (FRL) status and race, results were similar for HS students; however, sleep duration increased more for MS students who received FRL (19m vs. 10m, p=0.05). Post-change, weekend oversleep was reduced by 38m for MS and 59m for HS students, and significantly more students obtained sufficient sleep (MS [≥9h]: 38% vs. 44%; HS [≥8h]: 27% vs 58%). Overall MS participation in sports decreased by 8%, while participation in HS sports, MS/HS activities, or HS employment decreased by <3%. Fewer students reported feeling too sleepy to do their homework for both MS (46% vs. 35%) and HS (71% vs. 56%). Scores on a measure of academic engagement were significantly higher after the start time change for both MS and HS students (p<0.001). This large study with linked data demonstrates that MS and HS students benefit from later start times with increased sleep duration, less sleepiness while doing homework, minimal changes to extracurricular participation, and improved academic engagement. Robert Wood Johnson Foundation

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.

ObjectiveThis article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all and can be easily replicated.ActivityThe Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100 high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was created to prepare high school students who participated in the preliminary rounds for the final local and International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session. The students rotate between facilitators as small group teams during each teaching hour. There are icebreakers, content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise in neuroscience content and other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship. Was this change beneficial to both sets of students (medical and high school)?Results and discussionWe aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28) and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggest that both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfer their knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. The major benefits experienced by the high school student participants (of various socioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM).ConclusionParticipating high school students of various genders and socioeconomic backgrounds gained equal access to educational resources and may select careers in health-related sciences. Participating medical students developed knowledge and teaching skills and engaged in a service-learning opportunity.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.