School Schedules Affect Sleep Timing in Children and Contribute to Partial Sleep Deprivation

• Published in: Mind, brain and education Vol. 8; no. 4; pp. 169 - 174
• Main Authors: Anacleto, Tâmile Stella, Adamowicz, Taísa, Simões da Costa Pinto, Laura, Louzada, Fernando Mazzilli
• Format: Journal Article
• Language: English
• Published: Hoboken, USA Wiley Subscription Services, Inc 01-12-2014; Wiley-Blackwell; Wiley
• Subjects: Biological and medical sciences; Brazil; Children; Educational psychology; Environmental Influences; Fatigue (Biology); Foreign Countries; Fundamental and applied biological sciences. Psychology; Investigations; Lighting; Mental Health; Psychological Patterns; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; School Activities; School Schedules; Sleep; Time Perspective; Brazil; South America; America; Human; Deprivation; Sleep; Light; Duration; Exposure; Sleep wake cycle; Timing; Child
• ISSN: 1751-2271; 1751-228X
• DOI: 10.1111/mbe.12057

ABSTRACT
Although the environmental light/dark cycle is the main zeitgeber for the human species, the social cues seem to be important in the synchronization of circadian rhythms. In Brazil, the existence of two school schedules—one with only morning classes (MG) and other with only afternoon classes (AG)—allows the investigation of the effect of school activities on light exposure and sleep/wake patterns in children. Forty‐seven children wore wrist actimeters for a week for registration of light and sleep data. MG children presented shorter sleep duration on school days than the children from the AG. The results showed that during school days MG children were exposed to bright light earlier in the morning when compared to AG children. Nevertheless, there were no differences in light exposure after sunset. The results reflect the role of school schedules and artificial light in shaping light exposure, and its association with sleep timing in children.