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"There has recently been a surge of interest in adolescent sleep patterns (Tsai & others, 2018). This interest focuses on the belief that many adolescents are not getting enough sleep, that there are physiological underpinnings to the desire of adolescents, especially older ones, to stay up later at night and sleep longer in the morning, and that these findings have implications for understanding the times of day when adolescents learn most effectively in school (Agostini & others, 2017). For example, a national survey found that 8 percent of middle school students and 14 percent of high school students are late for school or miss school because they oversleep (National Sleep Foundation, 2006). Also in this survey, 6 percent of middle school students and 28 percent of high school students fall asleep in U.S. schools on any given day. Studies have confirmed that adolescents in other countries also are not getting adequate sleep (Leger & others, 2012; Short & others, 2012). For example, Asian adolescents have later bedtimes and get less sleep than U.S. adolescents (Gradisar, Gardner, & Dohnt, 2011). Getting too little sleep in adolescence is linked to a number of problems, including risk-taking behaviors and substance use (Short & Weber, 2018), sleep disturbances in emerging and early adulthood (Fatima & others, 2017), and less effective attention (Beebe, Rose, & Amin, 2010). In one longitudinal study, Mexican American adolescents completed nightly sleep diaries for two weeks at the age of 15 and then again about a year later. The amount of sleep associated with the best mental health (in terms of less anxiety and depression and fewer behavior problems) was about one hour more than the amount of sleep associated with having the highest grades, suggesting complex trade-offs in different aspects of adjustment related to sleep (Fuligni & others, 2018). Mary Carskadon (2011; Crowley & others, 2018) has conducted a number of research studies on adolescent sleep patterns. She has found that adolescents sleep an average of 9 hours and 25 minutes when given the opportunity to sleep as long as they like. Most adolescents get considerably less sleep than this, especially during the week. This creates a sleep debt, which adolescents often try to make up on the weekend. Carskadon also found that older adolescents are often more sleepy during the day than are younger adolescents and concluded that this was not because of factors such as academic work and social pressures. Rather, her research suggests that adolescents' biological clocks undergo a hormonal phase shift as they get older. This pushes the time of wakefulness to an hour later than when they were young adolescents. Carskadon found that this shift was caused by a delay in the nightly presence of the hormone melatonin, which is produced by the brain's pineal gland in preparing the body for sleep. Melatonin is secreted at about 9:30 p.m. in younger adolescents but is produced approximately an hour later in older adolescents, which delays the onset of sleep.Page 115

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"In Mary Carskadon's sleep laboratory at Brown University, an adolescent girl's brain activity is being monitored. Carskadon (2005) says that in the morning, sleep-deprived adolescents' "brains are telling them it's nighttime . . . and the rest of the world is saying it's time to go to school" (p. 19). Courtesy of Jim LoScalzo

Carskadon determined that early school starting times can result in grogginess and lack of attention in class and poor performance on tests. Based on this research, some schools are now starting later (Garipy & others, 2017). The American Academy of Sleep Medicine issued a position statement recommending that school boards and educational institutions implement start times no earlier than 8:30 a.m. in middle and high schools (Watson & others, 2017). Adolescents who attend schools with later start times get more sleep and have better school performance, better physical and mental health, and engage in less risky behavior, such as unsafe driving."