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Tag Archives: high school
You read that right. I mean: it’s really good news about teens and sleep. We all want adolescents to sleep more. Better said, we know that they need to sleep more. More sleep should benefit, say, their mental health, their physical
New research from China shows that daytime naps improve several cognitive functions — like sustained attention. Just as important, those naps don’t make it harder to sleep at night. In fact: frequent nappers sleep better than non-nappers. So, grab a pillow! Continue reading
Debates about teens and cell phones often miss a crucial distinction. Although digital technologies can exacerbate problems for the few adolescents who are already struggling, they can provide real social benefits for the majority who are doing just fine. Continue reading
Students whose first class started later than 8:30 got between 27 and 57 (!) more minutes of sleep than students whose classes started earlier. Imagine just how much more learning might happen if a teen regularly got an extra hour of sleep. Continue reading
Research findings that support later high-school start times have been more and more common in recent years. (See also here.) And teachers I know are increasingly vocal about letting teens sleep later. And yet, when I talk with high school
Here’s the statement from the Journal of Clinical Sleep Medicine: During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school
Neuroscientist Leah Somerville wrestles with the question: how can we measure, define, and mark the transition from adolescence to adulthood? (And, the New York Times ponders her questions.)
Yes. Ask Canada. Or, better still, gather data from 30,000 Canadian high school students.
Let Sarah-Jayne Blakemore sort it all out for you in this introductory Ted Talk from 2012.
Our very own Kathryn Mills says: we’ve got a lot of anecdotes, but not a lot of evidence, suggesting that internet use is meaningfully changing — much less damaging — adolescent brains. For example: one study that Mills cites tracks