Writer: Uha (University of Tsukuba)

Published in August 2024 (permission granted)

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A ruthless alarm clock is ringing at 6 AM, and your parents are screaming about how you may run late to school from the dining room. Eyes barely open, you stumble out of bed, fighting against your body's natural rhythms. You are forced to start your day of learning while being sleep-deprived, groggy, and tired. These expectations of waking up early are unrealistic. 

Middle schools and high schools in Japan start around 8:30. Depending on the commuting time, students must leave their houses quite early in the morning. Consequently, over 90% of Japanese middle and high school students are sleeping less than eight hours a day, which is not enough for a middle adolescence (KATAOKA et al.). In addition, during puberty, teenagers' circadian rhythms are naturally pushed back (MISHIMA). This misalignment between school schedules and adolescent sleep patterns leads to several issues, such as skipping breakfast, lack of concentration, and decline in well-being. Hence, Japanese middle and high schools should push back the first bell. Starting school later can promote improving physical health, academic performance, and overall safety during the commute.

Firstly, starting school later in the morning improves students' health by allowing them to get more sleep. Lack of sleep can cause various health issues. Adequate sleep is crucial because it can improve a student's cognitive ability, overall mental health, and physical development ("Later School Time"). If we push back the starting time, students would have the opportunity to sleep longer, aligning better with their biological rhythms. For example, a study suggested that starting school one hour later led to a 34% increase in students' sleep time and improved attendance (Dunster et al.). Hence, starting school later allows students to function optimally without compromising their physical and mental well-being. 

Furthermore, lack of sleep leads to daytime sleepiness, hindering students' academic performance across various measures. For example, sleep deprivation and excessive daytime sleepiness in high school students are associated with decreased academic achievement and extracurricular activity (Gibson et al.). Research by Van Dongen et al. also exemplifies that when an individual sleeps six hours or less for 14 consecutive days, their cognitive performance decreases to the equivalent of not sleeping for an entire day (120). These studies suggest that students attending early morning classes may be experiencing a deficit in their cognitive ability, hindering their learning. Later start times would allow students to get more sleep. This could lead to improved alertness during class, better information retention, and, ultimately, enhanced academic performance. 

Some may argue against this idea, as starting school later would push back the end of the school day, potentially causing safety issues. Later dismissal times could force students and teachers to stay at school longer, which is especially concerning for Japanese students who often attend cram schools or participate in after-school activities. Students might have to travel home much later, which could be unsafe, particularly in the evenings or at night. 

However, this safety concern also applies to early school start times. This is because students traveling by bicycle or motorcycle are at risk of accidents, particularly in the morning when they are not fully alert. A study has reported a negative correlation between later school start times and vehicle crashes (Danner and Phillips). Additionally, in Japan's crowded cities, students using public transportation could avoid the intense morning rush hour, making their journey safer and less stressful. 

In conclusion, Japanese middle and high schools should implement later start times. This would yield significant benefits for students' health, academic performance, and safety. By aligning school schedules with adolescents' natural sleep patterns, we can address the current sleep deprivation affecting students. Later start times have been shown to increase students' sleep duration, improve attendance, and enhance cognitive function. Contrary to concerns about safety due to later dismissal times, research indicates that later start times are associated with fewer vehicle accidents involving students. While this change may require some adjustments to after-school activities and family schedules, the potential improvements in students' quality of life outweigh these temporary inconveniences. It benefits the teachers as they no longer need to arrive at school earlier than students, allowing for a more relaxed preparation time. By prioritizing sleep, schools can create a more conducive learning environment and set students up for tremendous success in and out of the classroom. Therefore, it is essential for the schools and the government to consider implementing later school start times as a critical strategy for improving student academics and overall well-being.

[Word: 784]

Works Cited: 

Danner, Fred, and Barbara Phillips. “Adolescent sleep, school start times, and teen motor vehicle crashes.” Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine vol. 4,6 (2008): 533-5.

Dunster, Gideon P., et al. “Sleepmore in Seattle: Later school start times are associated with more sleep and better performance in high school students.” Science Advances, vol. 4, no. 12, 7 Dec. 2018, pp. 1–7, doi.org/10.1126/sciadv.aau6200. 

Gibson, Edward S, et al. “‘Sleepiness’ is serious in adolescence: Two surveys of 3235 Canadian students.” BMC Public Health, vol. 6, no. 1, 2 May 2006, doi.org/10.1186/1471-2458-6-116. 

KATAOKA, Chie 片岡千恵, et al. “Wagakuni no koukousei ni okeru kiken koudou to suimin jikan tono kanren” 我が国の高校生における危険行動と睡眠時間との関連 [Association between risk behaviour and sleep duration among high school students in our country]. 日本公衆衛生学会. Nihon Koushū Eisei Zasshi 日本公衆衛生雑誌, vol. 61, no. 9, 2014, pp. 535-544, doi.org/10.11236/jph.61.9_535.

“Later School Times Promote Adolescent Well-Being.” American Psychological Association, American Psychological Association, 30 Oct. 2023, www.apa.org/topics/children/school-start-times. 

MISHIMA, Kazuo 三島和夫. “Dai 156 kai Nihon no wakamono nimo nebou no susume, seiseki nimo kenkou nimo koueikyou” 第156回　日本の若者にも寝坊のススメ、成績にも健康にも好影響 [156th Recommendation for Japanese youth to sleep in, with positive effects on both performance and health.]. ナショナル ジオグラフィック 日本版サイト, 14 Mar. 2024, natgeo.nikkeibp.co.jp/atcl/web/15/403964/031300158/. Accessed 15 July 2024.

Seoane, Hernan A., et al. “Sleep disruption in medicine students and its relationship with impaired academic performance: A systematic review and meta-analysis.” Sleep Medicine Reviews, vol. 53, Oct. 2020, p. 101333, doi.org/10.1016/j.smrv.2020.101333. 

Van Dongen, Hans P A et al. “The cumulative cost of additional wakefulness: dose-response effects on neurobehavioral functions and sleep physiology from chronic sleep restriction and total sleep deprivation.” Sleep vol. 26,2 (2003): 117-26. doi:10.1093/sleep/26.2.117

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