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The Start School Later movement refers to a series of efforts in the U.S.A. by health care professionals, sleep scientists, educators, economists, legislators, parents, students, and other concerned citizens to restore a later start to the school day, based on a growing body of evidence that starting middle and high schools too early in the morning is unhealthy, counterproductive, and incompatible with adolescent sleep needs and patterns. During the second half of the 20th century, many public schools in the United States began shifting instructional time earlier than the more conventional bell time, thought to be about 9 a.m. Today it is common for American schools to begin the instructional day in the 7 or 8 a.m. hour and end about seven hours later, around 2 p.m. Most sleep research suggests that morning classes should begin no earlier than 8:30 a.m. for middle and high school students. Advocates of a return to later school start times argue that sleep and school hours should be viewed as a public health issue, citing evidence linking early school start times to widespread sleep deprivation among teenagers as well as a wide array of acute and chronic physical, psychological, and educational problems. Not only do students consistently get significantly more sleep on school nights when their schools move to later start times, but later school hours have been consistently linked with improved school performance, reduced impulsiveness, and greater motivation, as well as with lower rates of depression, tardiness, truancy, and morning automobile accidents. Recent studies suggest that early school start times disproportionately hurt economically disadvantaged students and may even negatively impact future earning potential of students, offsetting any financial savings to the school system attributed to earlier hours.〔(Jacob & Rockoff, Organizing Schools to Improve Student Achievement: Start Times, Grade Configurations, and Teacher Assignments Hamilton Project, Washington, D.C.: Brookings Institution, Sept. 2011, http://teensneedsleep.files.wordpress.com/2012/02/jacob-and-rockoff-organizing-schools-to-improve-student-achievement.pdf〕 In England, Oxford's Sleep and Circadian Neurosciences Institute (SCNi) in 2015 began the largest study ever involving both a delayed school start time and sleep education for teenagers. Professors Russell Foster and Colin Espie with their project "Teensleep" are assessing whether starting school at 10 a.m. rather than 9 a.m. improves academic performance. Some students at each school will be monitored to find out whether there are changes in their sleep length. Students' physical and psychological well-being will also be assessed three times a year as it is known that sleep plays a role in mood regulation, physical health and perceived quality of life. Pupils also will be taught about good bed-time routines and stress-management techniques. About twenty-five schools will trial solely the later start time, another group of schools will receive just sleep education, a third group will both start later and be taught about sleep while there will be no changes at all in the fourth group of schools, the control group. == History == In the early 1990s, the University of Minnesota's landmark School Start Time Study tracked high school students from two Minneapolis-area districts – Edina, a suburban district that changed its opening hour from 7:20 a.m. to 8:30 a.m. and the Minneapolis Public Schools, which changed their opening from 7:20 a.m. to 8:40 a.m. Many positive benefits to students were found, including: * Improved attendance and enrollment rates * Less sleeping in class * Less student-reported depression * Fewer student visits to school counselors for behavioral and peer issues * More even temperament at home A longitudinal follow-up study of the Minneapolis Public Schools after five years revealed that these and other positive benefits had persisted. In 2014, a three-year project using data from more than 9,000 students attending eight high schools in three states, found that when schools switched to a start time of 8:30 a.m. or later, attendance, standardized test scores and academic performance improved, and tardiness, substance abuse, symptoms of depression, consumption of caffeinated drinks, and the rate of traffic accidents involving teen drivers decreased.〔Kyla L. Wahlstrom, Ph.D., Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Center for Applied Research and Educational Improvement. Final Report. University of Minnesota, February 2014. http://conservancy.umn.edu/bitstream/11299/162769/1/Impact%20of%20Later%20Start%20Time%20Final%20Report.pdf 〕 Since the 1990s over 250 individual schools or districts in 42 states have delayed their start times,〔Wahlstrom K, Changing times: Findings from the first longitudinal study of later high school start times NASSP Bull 2002;86(633):3-21, http://www.cehd.umn.edu/carei/publications/documents/Bulletin2002〕〔"Success Stories." http://www.startschoollater.net/success-stories.html.〕 and scores of others are considering a change at any given time.〔Schools Recently Delaying Start Times http://schoolstarttime.org/2011/06/12/schools-recently-delaying-start-times/〕〔Start Time Activity By State http://www.startschoollater.net/start-time-activity-by-state.html〕 Despite sporadic reform efforts on the part of educators, public health officials, legislators, and grassroots groups, however, most American middle and high schools still require students to begin instruction prior to 8:30 a.m. Failure of efforts to delay start times over the years has primarily been due to pushback from community members who fear that a shift to later school hours will be prohibitively expensive and/or disrupt after-school sports and other extracurricular schedules, student jobs, daycare arrangement, teacher training, or time for homework 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Start School Later movement」の詳細全文を読む スポンサード リンク
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