Later start time for teens improves grades, mood, and safety

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

To investigate whether later high school start time is associated with lower migraine frequency in high school students with migraine. Adequate sleep is thought to be important in managing adolescent migraine. The American Academy of Sleep Medicine recommends teenagers sleep≥8hours/night. Adolescents have a physiologically delayed sleep phase, going to bed, and waking later than children and adults. The American Academy of Pediatrics (AAP) accordingly recommends high schools start no earlier than 8:30 AM. Cross-sectional observational study of U.S. high schoolers with migraine. Participants were recruited nationally using social media. Respondents attending high schools starting at 8:30 AM or later were compared to those attending earlier start time schools. The primary outcome was headache days/month. Two hundred and fifty-six subjects constituted the analysis set: 115 later group vs 141 earlier group. Age and sex did not differ. Mean (SD) self-reported headache days/month were 7 (5) vs 8 (7), respectively, (P=.985); mean difference (95% CI for the difference) was -0.8 (-2.3-0.7) days. Median (IQR) self-reported total hours of sleep/school night were: 5.6 (5.0-6.6) vs 5.6 (4.5-6.4), P=.058. Students attending later start time schools woke later (median [IQR] 6:38 AM [55minutes] vs 6:09 AM [59minutes], P<.0001) and left home later (median [IQR] 7:28 AM [28minutes] vs 7:02 AM [60minutes], P<.0001). Average commute time was also longer: 41 (21) minutes vs 28 (16), P<.0001. The vast majority in both groups reported missing breakfast at least once/week: 103/114 (90.4%) vs 128/141 (90.8%), P=.907. Hours of sleep did not correlate with headache days per month. High school start time does not have a large effect on headache frequency in high schoolers with migraine. Given the high variance in headache days/month observed in this study, a larger study would be needed to determine whether there might still be a small effect of starting high school at/after 8:30 AM. More research is needed to establish evidence-based recommendations about lifestyle factors in adolescent migraine management.

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.

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.

Since later school start times are associated with increased sleep duration, our objectives were to identify mean school start times, the proportion of schools that start at 08:30 am or later, and determine if rurality was associated with school start times. We conducted web searches for start times of 1759 standard schools in British Columbia (BC), Canada. Schools were categorized as elementary, elementary-middle, middle, middle-high, or high school and linked to an Index of Remoteness. We calculated descriptive statistics and used Analysis of Variance to assess for start time differences by grade category. We used Spearman's rank-order correlation to assess if there was a relationship between start time and rurality. We found start times for 1553 (88.2%) of the included schools. The mean start time was 08:40 am (SD = 0:15) and ranged from 07:10 am to 09:45 am. There was a significant effect of grade category on start time, F (5, 1600) = 6.03, p < .001, η 2 =.02, 95% CI [.006, .031] such that elementary-middle schools started significantly earlier (M = 08:34 am, SD = 0:17) than other grade categories. Overall, 1388 (86.4%) schools started at 08:30 am or later. Rurality was significantly correlated with school start time (r = -.198), such that more rural schools started earlier. For the most part, school start times in BC meet recommendations that support childhood and adolescent sleep. Future research is needed to understand factors that promote the successful implementation of delayed school start times.

Late surgical start times have been associated with a multitude of adverse consequences such as increased cost, delay in treatment, increase in medical errors, and patient complications. From October 1, 2018 to September 30, 2019, 47% (67/144) of non-emergent cardiac cases in our institution had a late start by our institutional standard. Our objective was to decrease the percentage of late start non-emergent cardiac cases from 47% to 37% by October 2020. All non-emergent cardiac surgical procedures as first start cases in a single institution were included in our study. Preintervention cardiac surgical cases were reviewed from October 1, 2018 to February 28, 2020 to determine key drivers contributing to late start times. A multidisciplinary team was formed and utilized A3 process and problem-solving strategies to address our objective. A multipronged intervention approach was used to address key drivers contributing to late start times. All interventions were implemented in March 2020. Postintervention data was collected from March 1, 2020 to February 28, 2021, on all non-emergent cardiac surgical procedures. The percentage of non-emergent cardiac cases starting after 8:00 a.m. decreased to 27% (17/62). The decrease in late start cases translated into saving an average of 45min of operating room (OR) time (average cost savings of ~$5,000/case). Additionally, staff reported improved job satisfaction. Delayed surgical case start times can have negative effects on patients, employees, and lead to increase costs of medical care. Our research has shown adherence to on-time surgical start can improve OR efficiency, decrease cost, and improve employee satisfaction.

Later school start times are associated with a number of benefits for adolescents. The purpose of the current review is to summarize the literature regarding the effects of delaying school start times on adolescent psychological health. We identified eight observational studies that examined the relationship between schools' starting times and psychological outcomes. Of these, three were longitudinal studies that reported measures of adolescent mental health improved following a start time delay. Two cross-sectional studies showed that mental health scores were higher in schools with later compared to earlier start times. Three studies found no relationship between start time and mental health. In the majority of studies reviewed, later school start times were associated with greater adolescent psychological health. However, inherent design drawbacks in the studies prevent us from concluding that these associations are causal. There are a wide range of potential benefits, beyond mental health, that later high school start times offer. This encouraging, emergent literature on delayed start times has led many school districts to consider changes to their start times.

California Passes Nation’s First Law on School Start Times

In this research, we draw from the stereotyping literature to suggest that supervisor ratings of job performance are affected by employees' start times-the time of day they first arrive at work. Even when accounting for total work hours, objective job performance, and employees' self-ratings of conscientiousness, we find that a later start time leads supervisors to perceive employees as less conscientious. These perceptions in turn cause supervisors to rate employees as lower performers. In addition, we show that supervisor chronotype acts as a boundary condition of the mediated model. Supervisors who prefer eveningness (i.e., owls) are less likely to hold negative stereotypes of employees with late start times than supervisors who prefer morningness (i.e., larks). Taken together, our results suggest that supervisor ratings of job performance are susceptible to stereotypic beliefs based on employees' start times. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

AimsThe estimated cost of running an NHS theatre is 20 pounds per minute therefore it is essential that theatres runs as efficiently as possible to reduce waste.After elective services were restarted a disproportionate increase in late theatre start times was observed.An audit was carried out to evaluate whether team meetings were beginning on time (08:00) and if not; the length of and reason for the delay. These findings were presented at Clinical Governance and a re-audit was done to see if there had been any improvement.MethodData was recorded on an audit proforma in each theatre before the first case. This was done for 2 weeks over 12 days of theatre sessions and subsequently analysed to evaluate if practice was compliant with local theatre protocols.ResultsFirst cycle – average team brief start time of 08:05 with 17/18 (94%) of late starts due to surgeon/anaesthetist lateness.Second cycle - average team brief start time of 08:08 with 10/22 (45%) of late starts due to surgeon/anaesthetist lateness.ConclusionsLate starts led to further delays to the patient being sent for and arriving in theatre; late starts were usually caused by doctors/surgeons. The proportion of late starts due to the surgeon/anaesthetist (45%) decreased compared to the first cycle (94%) suggesting that theatre team members successfully adapted their practices following changes to local protocols during the COVID-19 pandemic.A number of extraneous factors were also attributed to the later average start times in the second cycle.

We estimated associations between school start time and adolescent weeknight bedtime, weeknight sleep duration, and weekend compensatory sleep and assessed whether associations differ by age, sex, or urbanicity. We used a subsample of a nationally representative, cross-sectional survey of 7308 students aged 13 to 18 years attending 245 schools to estimate associations of school start time, reported by school principals, with weeknight bedtime and sleep duration and weekend compensatory sleep, reported during adolescent face-to-face interviews. Start time was positively associated with weeknight bedtime. Associations between start time and weeknight sleep duration were nonlinear and were strongest for start times of 8:00 am and earlier. Associations differed by sex and urbanicity, with the strongest association among boys in major metropolitan counties. Start time was negatively associated with sleep duration among boys in nonurban counties. Start time was not associated with weekend compensatory sleep. Positive overall associations between school start time and adolescent sleep duration at the national level support recent policy recommendations for delaying school start times. However, the impact of start time delays may differ by sex and urbanicity.

Managing construction work is the process of breaking down the structures of the construction, determining the relationship between each activity to be carried out, the duration that is needed for every activity, and the creation of a schedule that is flexible. Problems might crop up in most constructions such as an increase in the cost of the project, the project not being finished at the stipulated time (schedule slippage), limitation of resources, and so on. The aim of this study is to investigate a network construction at Keffi new market, using the critical path method, this study will investigate the time of completion of a project and estimate the earliest and shortest time needed to complete the project, identifying the critical and non-critical task activity, data collection from project supervisor at Canonic Consult Ltd. Considering activities such as identification of all the activities necessary for the project construction, precedence relationship within the stated task, development of the network diagram, estimation of the earliest start time (EST) and latest start time (LST), determining the task that is critical and non-critical to timely completion of the project (float task). The outcome of the study shows that the expected completion time for the project is approximately 10 weeks, exactly 67 days and the critical activities are Foundation, Electrical &amp; Plumbing, Floor, and Landscaping. The Noncritical activities are Site Clearance, Setting-out, Columns, Framework, Brick masonry, Roof structure, Plastering, Door &amp; window fixation, Painting, and Electrical fittings and their “total float” is 19,17, 18, 28, 19, 17, 32, 28, 32, 28 and 22 days respectively.

Operations research techniques, especially linear and integer programming, have been suggested for use in project management. Most frequently these techniques are applied to finding critical path(s) in project networks and for compressing activities for an early project completion. The simplest of these models are usually found in introductory operations research/management science textbooks and they often suffer from a common deficiency: when they employ earliest start times (ES) as variables in the model, ES of activities that are not on the critical path may be computed incorrectly. This may lead to inefficient resource reallocation and leveling. Furthermore, activities outside the critical path may be compressed unnecessarily, as will be demonstrated in this paper. We present a zero–one mixed integer programming model to correctly compute earliest and latest start times of all activities and determine the optimal compression schedule. Several extensions to the model are offered to provide different pe...

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High school start times and death on the road.