Impact of School Start Time Delays and Learning Modality on Sleep Timing and Duration During COVID-19.

OBJECTIVES: To assess the impact of a school start time (SST) delay on adolescent sleep health during the COVID-19 pandemic, and whether there were differences by learning modality. METHODS: Data were collected from a longitudinal study evaluating sleep, education, and health among high school students in Georgia in 2020. Paired t-tests and multivariable linear regression analyses were conducted to examine changes in sleep duration and timing among 9th grade students (n = 134) and their association with the learning modality (remote vs. in-person learner). RESULTS: Students' school day wake times were 1.5 hours later, school night sleep duration was 1.2 hours longer, and social jetlag was 0.9 hours shorter after the school start time delay (all P < .05). The learning modality was a significant predictor of changes in sleep timing but was not associated with changes in sleep duration. CONCLUSIONS: Delayed school start time was associated with positive changes in adolescent sleep health during the COVID-19 pandemic. Sleep timing was affected by the learning modality, however in-person and virtual students had similar gains in sleep duration. Learning modality may be more beneficial for adolescents with early school start times to promote healthier sleep habits.

The Impact of COVID-19 on Education Experiences of High School Students in Semi-Rural Georgia.

BACKGROUND: This study examines the consequences of COVID-19 pandemic on academic and career concerns of high school students; relationship between attendance and grades with educational concerns; and association between student perception of the pandemic and decision to attend school virtually or in-person. METHODS: Diverse students in grades 9-12 from two public high schools in semi-rural Georgia (n = 666) completed a survey shortly after school closures. Survey results were linked to academic and demographic data. Analyses were examined for differences by demographic and education measures. RESULTS: Overall, 60% expressed academic worry and reported obstacles to virtual learning. Hispanic students expressed more worry and less confidence while black students reported less worry than peers. Females indicated more worry than males. Grade 12 students reported greater academic and career worry than younger students. Students eligible for free and reduced lunch expressed more worry and obstacles than peers. Non-honors and low-attendance students reported more worry about grades and graduation than their counterparts. CONCLUSIONS: Results can inform targeted multi-level interventions to reduce the pandemic's effects on learning and ensure healthy trajectories for development across demographics. Stakeholders must take proactive measures to recover from academic loss to ensure our youth's healthy development.

Adolescent sleep duration and timing during early COVID-19 school closures.

OBJECTIVES: To investigate adolescent sleep parameters and predictors during COVID-19-related school closures. METHODS: Original data were analyzed from a cross-sectional online survey of 590 teens in grades 6-12 attending school remotely in 35 US states, in May/June 2020. RESULTS: Students reported waking up 2.1-2.9 hours later during school closures and averaged 7.9-8.7 hours of sleep and 8.6-9.5 hours in bed on school nights. Compared to middle schoolers, high school students had later bed and wake times, accompanied by spending less time in bed and less time sleeping. The delay in wake time after school closures was also longer for high school students than for middle schoolers. Students with later class start times went to bed later, but also woke up later, slept longer, and spent more time in bed. When comparing intraindividual sleep before and after school closures, later class start times resulted in greater delays in wake time and greater odds of increased sleep duration. In addition, parent-set bedtimes were associated with earlier bedtimes and longer sleep duration during school closures. CONCLUSIONS: As a result of COVID-19-related school closures and remote instruction, more middle and high school students achieved recommended amounts of sleep, primarily by waking up later in the morning. This study supports previous evidence that morning start schedule affects adolescent sleep behaviors. The implications of this study extend beyond COVID-19 school closures; adolescent sleep health improves with later school start times and fewer scheduled morning activities.

COVID-19 Knowledge and Behavior Change among High School Students in Semi-Rural Georgia.

BACKGROUND: Many schools transitioned online to reduce viral spread and promote social distancing amid the COVID-19 pandemic. Remote learning may impact health behaviors and coping strategies among adolescents, including reduced physical activity and increased screen time. Social media and peers provide information about the pandemic to adolescents and may influence prevention behaviors. This study aims to assess adolescent knowledge and information about COVID-19, determine students' behavior change, and identify sources students turn to for information on the pandemic. METHODS: Students from 2 high schools in semi-rural Georgia participated in a cross-sectional online survey in March 2020 (N = 761). RESULTS: Common sources for COVID-19 news were peers (80%) and social media (58%). Few adolescents (3%) indicated that teenagers were at higher risk of severe illness due to COVID-19. Responses reveal adolescents understand social distancing and many are participating in prevention behaviors, including handwashing (87%) and staying at home as much as possible (87%). Most respondents reported increases in screen time outside of class (82%). CONCLUSIONS: Findings suggest adolescents are obtaining COVID-19 knowledge from various sources, including social media, with varying degrees of implementation of prevention practices. Increases in screen time and reduced physical activity may impact long-term health among adolescents.