Evidence map›Paper›PMID 38152440›Full record

ArticleNature and science of sleep2023

The Impact of Delayed School Start Times During COVID-19 on Academic Performance: A Longitudinal Naturalistic Study in Italian High Schools.

Valentina Alfonsi, Agostino Carbone, Serena Scarpelli, Maurizio Gorgoni, Antonella Luchini, Patrizia D'Andrea, Stefania Cherubini, Cristina Costarelli, Alessandro Couyoumdjian, Fiorenzo Laghi and 1 more

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Nature and science of sleep, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact, top 73% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 0 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors at 3 institutions in 2 countries.

Valentina AlfonsiDepartment of Psychology, Sapienza University of Rome, Rome, Italy.ORCID 0000-0002-9929-0399
Agostino CarboneDepartment of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy.
Serena ScarpelliDepartment of Psychology, Sapienza University of Rome, Rome, Italy.ORCID 0000-0002-9260-7111
Maurizio GorgoniDepartment of Psychology, Sapienza University of Rome, Rome, Italy.
Antonella LuchiniLiceo Scientifico Statale "Isacco Newton", Roma, Italy.
Patrizia D'AndreaIstituto di Istruzione Superiore via Copernico, Pomezia, Italy.
Stefania CherubiniIstituto di Istruzione Superiore via Copernico, Pomezia, Italy.
Cristina CostarelliLiceo Scientifico Statale "Isacco Newton", Roma, Italy.
Alessandro CouyoumdjianDepartment of Psychology, Sapienza University of Rome, Rome, Italy.
Fiorenzo LaghiDepartment of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy.
Luigi De GennaroDepartment of Psychology, Sapienza University of Rome, Rome, Italy.ORCID 0000-0003-3613-6631
Sapienza University of Rome · ITFondazione Santa Lucia · ITLiceo Cantonale · CH

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Delaying school start times has been proposed as a potential solution to address chronic sleep curtailment among adolescents and its negative consequences on their physical and mental well-being. This study investigates the impact of delayed school start times due to the COVID-19 pandemic on academic achievement. Subjects and Methods: Two separate observational studies were conducted involving high school students from the first/second year (n=232) (Study 1) and from the final year (n=39) (Study 2). Multivariate Analyses of Covariance were performed to assess for statistical differences in academic performance (ie, global, humanistic, and scientific performance) and absenteeism (ie, number of school absences). Two main factors were considered: "school start time" (ie, standard-8:00 AM vs late-9:40 AM) and "time interval" (ie, first academic semester vs second academic semester), controlling for the school year (Study 1) and circadian preference (Study 2). Results: Delaying school start times was positively associated with better academic performance in scientific subjects among first/second-year students (F Conclusion: These findings confirm past evidence about the beneficial effects of delayed school start times on academic outcomes, with the additional advantage of observing them within a natural context that emerged during the pandemic. Further research is needed to explore the phenomenon more systematically and take into account the broader implications of implementing this change.

Indexed as

academic achievementadolescentscircadian preferenceCOVID-19 pandemiclater school start time

Identifiers

PMID38152440
PMCPMC10752017
OpenAlexW4390128122

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.