Abstract
A large body of literature supports the need to delay high school starting times to
improve student health and well-being by allowing students an opportunity to get sufficient
and appropriately timed sleep. However, a dearth of uniform and standardized tools
has hampered efforts to collect data on adolescent sleep and related health behaviors
that might be used to establish a need for, or to evaluate outcomes of, bell time
delays. To assess validated tools available to schools and contrast them with tools
that schools have actually used, we identified and reviewed published, validated self-report
surveys of adolescent sleep and well-being, as well as unpublished surveys, used to
assess student sleep and related health measures in US high schools considering later
high school start times. Only three of the surveys reviewed had adequate psychometric
properties and covered an appropriately wide range of health and academic questions
to allow for discernment of outcomes in pre-post educational settings. The surveys
exhibited marked variability in numerous areas, including focus, terminology, calculation
of sleep duration, mode of administration, context of administration, and follow-up
procedures. Our findings provide sleep researchers and school administrators with
an overview of surveys that school districts have used, along with a deeper understanding
of the challenges of choosing, designing, and administering self-report surveys in
the context of changing school schedules. They also highlight the opportunities presented
by these instruments to assess outcomes of delaying bell times, compare communities
meaningfully, and establish the need for later school start times in individual school
districts.
Keywords
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Article info
Publication history
Published online: September 30, 2017
Accepted:
September 6,
2017
Received in revised form:
August 31,
2017
Received:
May 31,
2017
Identification
Copyright
© 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.
