Is 8:30 a.m. Still Too Early to Start School? A 10:00 a.m. School Start Time Improves Health and Performance of Students Aged 13-16.

While many studies have shown the benefits of later school starts, including better student attendance, higher test scores, and improved sleep duration, few have used starting times later than 9:00 a.m. Here we report on the implementation and impact of a 10 a.m. school start time for 13 to 16-year-old students. A 4-year observational study using a before-after-before (A-B-A) design was carried out in an English state-funded high school. School start times were changed from 8:50 a.m. in study year 0, to 10 a.m. in years 1-2, and then back to 8:50 a.m. in year 3. Measures of student health (absence due to illness) and academic performance (national examination results) were used for all students. Implementing a 10 a.m. start saw a decrease in student illness after 2 years of over 50% (p < 0.0005 and effect size: Cohen's d = 1.07), and reverting to an 8:50 a.m. start reversed this improvement, leading to an increase of 30% in student illness (p < 0.0005 and Cohen's d = 0.47). The 10:00 a.m. start was associated with a 12% increase in the value-added number of students making good academic progress (in standard national examinations) that was significant (<0.0005) and equivalent to 20% of the national benchmark. These results show that changing to a 10:00 a.m. high school start time can greatly reduce illness and improve academic performance. Implementing school start times later than 8:30 a.m., which may address the circadian delay in adolescents' sleep rhythms more effectively for evening chronotypes, appears to have few costs and substantial benefits

The relationship between prior night's sleep and measures of infant imitation.

We examined whether sleep quality during the night and naps during the day preceding a learning event are related to memory encoding in human infants. Twenty-four 6- and twenty-four 12-month-old infants' natural sleeping behavior was monitored for 24 hr using actigraphy. After the recording period, encoding was assessed using an imitation paradigm. In an initial baseline phase, infants were allowed to interact with the stimulus to assess spontaneous production of any target actions. Infants then watched an experimenter demonstrate a sequence of three target actions and were immediately given the opportunity to reproduce the demonstrated target actions to assess memory encoding. Analyses revealed significant correlations between nighttime sleep quality variables (sleep efficiency, sleep fragmentation) and immediate imitation in 6-month-olds, but not in 12-month-olds. High sleep quality in the preceding night was thus positively associated with next day's memory encoding in 6-month-old infants. © 2016 Wiley Periodicals, Inc. Dev Psychobiol 9999: 1-12, 2016

Regulatory Problems in Very Preterm and Full-Term Infants Over the First 18 Months

Objective: This study is an investigation of differences in regulatory problems (RPs; crying, sleeping, feeding) expressed by infants born very preterm (VP; <32 wk gestation) or with very low birth weight (VLBW; <1500 g) and infants born at full term (FT) during the first 18 months of life. It investigates the prevalence of single and multiple RPs, their persistence and how early in infancy RPs still found at 18 months of age can be predicted. Method: This prospective longitudinal study of 73 VP/VLBW and 105 FT infants utilized a standard interview of mothers to assess regulatory problems among the infants at term, 3, 6, and 18 months of age. Results: Few differences were found between VP/VLBW and FT infants in the first 6 months. At 18 months, VP/VLBW infants had more single sleeping (RR = 2.2, CI = 1.3–3.7), feeding (RR = 1.4, CI = 1.03–1.8), and multiple RPs (RR = 1.7, CI = 1.02–2.8) than FT infants. In VP/VLBW infants, RPs as early as 3 months and in FT infants RPs as early as 6 months predicted RPs at 18 months. Those infants who had persistent RPs in the first 6 months of life were more likely to still have RPs at 18 months. Conclusion: VP/VLBW children are at slightly increased risk for RPs at term and in the second year of life. Clinicians should be aware that RPs that persist across the first 6 months point to increased risk of continuing RPs into toddlerhood in both VP/VLBW and FT infants

Associations between sleep consolidation in infancy and peer relationships in middle childhood

Sleep plays an important role in many aspects of children’s development. Research on children’s sleep and their peer relationships has begun to emerge in the last years. However, these studies are mostly cross-sectional. The current study aimed to investigate the associations between infant sleep and peer relationships in middle childhood. The sample comprised 72 children. Sleep was measured at 1 year using a sleep diary completed by mothers. In the second and third grades of elementary school (7 and 8 years of age), mothers and fathers reported on their children’s functioning with peers. When they were in third grade, children were interviewed regarding their friendship quality with a best friend. Results revealed negative associations between children’s sleep consolidation (i.e., ratio of nighttime sleep) and parent-reported peer problems, and positive associations between sleep consolidation and perceived friendship quality. These findings suggest that well-regulated sleep in infancy may help children develop the skills necessary for later appropriate social functioning in peer contexts

Competitive Tendering In The Netherlands: Central Planning Or Functional Specifications?

Institute of Transport and Logistics Studies. Faculty of Economics and Business. The University of Sydne