Old Scona Academic Voluntary Sleep Survey

Responses & Analysis

The authors are not responsible for errors in the content and accuracy of this document. Any commentary is the authors own opinion and does not necessarily reflect the views of school administration, the Edmonton Public School Board, or other persons or organizations. Results are exploratory and should not be interpreted as definitive.

We would like to thank school administration and students for participating in the Old Scona sleep survey.

The woods are lovely, dark and deep. But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep. Robert Frost

TABLE OF CONTENTS
Summary ..................................................................................................................................................................................... 1 Introduction ............................................................................................................................................................................... 2 Methodology .............................................................................................................................................................................. 2 Responses ................................................................................................................................................................................... 5 Demographics ...................................................................................................................................................................... 5 Gender and Mark Brackets......................................................................................................................................... 5 Age........................................................................................................................................................................................ 6 Courses ............................................................................................................................................................................... 7 Time Management .............................................................................................................................................................. 8 Sleep .................................................................................................................................................................................... 8 Transportation .............................................................................................................................................................. 15 Activities .......................................................................................................................................................................... 18 Opinion.................................................................................................................................................................................. 21 Analysis...................................................................................................................................................................................... 23 Estimated Sleep Duration.............................................................................................................................................. 23 Ideal and Tolerable Bedtimes ...................................................................................................................................... 24 An OSA Students Average Weekday ........................................................................................................................ 25 Factors affecting sleep .................................................................................................................................................... 26 Student opinions ............................................................................................................................................................... 26 Discussion ................................................................................................................................................................................. 28 References ................................................................................................................................................................................ 33 Appendix: Sleep Survey ...................................................................................................................................................... 34

SUMMARY
Survey results: One hundred forty-one (n = 141) surveys of 241 were included in the analysis. o The remaining surveys were eliminated due to incompleteness (42), multiple values (38), readability (1), dubious/extreme values (17), and facetious responses (3). o The included surveys consisted of fifty-eight Grade 10, forty-one Grade 11, and forty-two Grade 12 respondents. On average, Old Scona students sleep 6.5h on weekdays and 9.5h on weekends. Respondents, on average, expressed a desire to sleep 7.9h per night (ideal sleep duration) and perceived they could sleep for 6.8h without affecting their next days academic performance (tolerable sleep duration). o Only 42% of respondents reported they regularly sleep for a duration longer than their tolerable sleep duration. o 74% of respondents disagreed or strongly disagreed that they get an adequate amount of sleep each day. 81% of respondents agreed or strongly agreed that their academic performance is affected by the amount of sleep they get. On average, students spend 31 minutes commuting to school and 54 minutes commuting from school. o Commute time from school was negatively correlated with weekday sleep duration ( = -0.274, p < 0.05). On average, students spend approximately 3h on schoolwork-related activities, 1.2h on extracurricular activities, 1.3h on entertainment, and 1.1h on social networking per night. o Schoolwork time was negatively correlated with weekday sleep duration ( = -0.368, p < 0.001). o 61% of respondents do not feel they have enough time in the day to get everything done. The mean stress level reported by all respondents was 6.5 out of 10. Assessments: Old Scona students (6.5h) sleep less than their North American (7.46h), Asian (7.64h), and European (8.44h) peers on weekdays. o The global average sleeping duration for a 16-year-old is 8.1h per night. o Sleep researchers have recommended 9h per night as the optimal sleeping time for adolescents. Only 2.8% of respondents met this guideline on weekdays. Students currently struggle to moderate their workload and other responsibilities with their desire for sleep. Many students are sleeping each night for durations below both personal and objective thresholds for adequate sleep. Our results identified some factors influencing sleep health, which were consistent with previous findings in sleep literature. Sleep deprivation is associated with poor academic performance, impaired neurobiological development, behavioural problems, and issues with psychological health. Recommendations: Educate students, teachers, and parents about the dangers of chronically insufficient sleep. Strongly consider delaying school start times, which has been demonstrated to allow students to sleep more. Establish a consensus among staff members regarding the maximum amount of schoolwork given to students per day.

INTRODUCTION
Sleep deprivation has become a prevalent concern at Old Scona Academic, where it is a regular topic of discussion among students, parents, and educatorswith good reason. According to the National Sleep Foundation (2006), sleep deprivation is a serious problem affecting many high school students, with 45% of Grade 6 to 12 students in the United States sleeping for less than eight hours. While no formal sleep guidelines exist, nine hours of sleep for adolescents is the general consensus in the scientific community (National Sleep Foundation, n.d.; Carskadon, 2002; Eaton, McKnightEily, Lowry, Perry, Presley-Cantrell, & Croft, 2010). Though sleep requirements remain constant for youth between the ages of 13 - 19, changes in the circadian rhythm of older adolescents favour later sleep and wake times (Carskadon & Wolfson, 1998). Sleep deprivation is known to increase proportionally with grade-level increases, for a variety of reasons (Wolfson & Carskadon, 1998). Educational demands, such as early schedules and academic expectations, contribute to this increase in conjunction with lifestyle adjustments, such as increased independence from parental influence, extracurricular activities, and the formation of social networks (Wolfson & Carskadon, 1998; Millman, 2005). Peer reviews of scientific literature point to broad consequences of sleep deprivation, ranging from behavioral problems to poor academic achievement (Wolfson & Carskadon, 2003). Findings show that shortened daily sleep time, irregular sleep/wake schedules, and poor sleep quality negatively affect academic performance for high school and university students (Wolfson & Carskadon, 2003). However, despite numerous claims regarding sleep deprivation, there is little quantitative data to available to assess students experiences with sleep while at Old Scona Academic. While there may be greater awareness of the issue at Old Scona, the extent of the problem in the school as a whole was not yet known. To address this challenge, we designed a voluntary survey to provide quantifiable, relevant data on time management and sleep among students at Old Scona. The availability of such information is important not only for administrative functions, but also for students and parents. A recent survey found that 90% of parents in the United States believed their child was getting sufficient sleep (National Sleep Foundation, 2006). Ending the discord between perceived and actual assessments of sleep may encourage the development of future solutions.

METHODOLOGY
We developed the Old Scona Voluntary Sleep Survey, a three-page questionnaire, to elucidate the time management and sleeping habits of Old Scona students (see Appendix for survey). The survey consists of questions in five broad categories: Demographics, Sleep, Transportation, Activities, and an Opinion section, along with an additional question on the students stress level. Questions on the Voluntary Sleep Survey were modelled after the School Sleep Habits Survey created in 1994 by the Bradley Hospital/Brown University Sleep Research Lab (School Sleep Habits Survey, 1994). Given the dogmatized conceptions of sleep deprivation at Old Scona Academic High School, the survey was developed to achieve three main objectives: 1. Gather information on the sleep patterns of different demographics within the school

3 2. Analyze how students partition their time between various activities related to or outside of school 3. Examine possible associations between sleep and student behaviour, including academic performance Demographic information, including gender, grade level, and course load, was collected in order to stratify responses by various demographic categories. In the Sleep section, students were asked about their sleeping habits, including their average bed time, three-day sleep history, and daytime sleepiness. A question on transportation was included in the survey to investigate the effects of commute time on sleep behaviour. Students were then asked to estimate the amount of time they spend per day on various activities: schoolwork, extracurricular activities, entertainment, social networking, and any other regular activities. Lastly, students were asked to respond to a series of opinion questions regarding a self-evaluation of their sleeping habits and stress. The survey was deployed, in consultation with the school administration, on a Thursday during the second week of June. Students were not asked to provide their names on the survey and were given the choice to opt out of the study. Respondents were given approximately fifteen minutes to complete the survey and return it to the teacher. Teachers later collated the completed surveys and transferred the documents to us. Upon receiving the documents, we numbered each completed survey and began the process of data entry. Given the open-ended nature of the survey, we expected there to be a number of entries which would contain data that would not be usable in our analysis. In all, we performed data entry on 242 surveys. Unfortunately, some of these entries were ultimately not included in the analysis, for various reasons. We classified surveys into six categories: no issues (usable), incomplete survey (some answers were not filled out), multiple values (for a single question), readability issues, extreme values (the respondent did not understand the question), and facetious responses. As seen in Table 1.1, only 58.3% of the surveys were successfully entered without any problems. Only these surveys, which did not have any of the aforementioned issues, were included in the analysis. Although we could have included surveys flagged as incomplete in analysing some responses, we felt that for the purposes of consistency, it would be better to use only the 141 fully completed and comprehensible entries.
Table 1.1 Surveys by Transcription Issue Issue No issue / usable Incomplete survey Multiple values Readability issues Extreme values Facetious responses Total N 141 42 38 1 17 3 242 Percent 58.264 17.355 15.702 0.413 7.025 1.240 100.000

Demographic information on the set of all collected surveys, usable or otherwise, is shown in Table 1.2 to allow a comparison with the set of usable surveys. (Note: survey #139 did not include any usable information, making a total of 241 completed or partially completed surveys.)

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Table 1.2 Demographic Data of All Surveys N Percent Gender Male 97 40.249 Female 144 59.751 Grade 10 11 12 Mark bracket <70% 70-79% 80-89% 90%+ No response 91 66 84 3 15 142 76 5 37.759 27.386 34.855 1.245 6.224 58.921 31.535 2.075 N 36 24 7 7 2 6 14 15 12 9 1 1 2 Percent 14.938 9.959 2.905 2.905 0.830 2.490 5.809 6.224 4.979 3.734 0.415 0.415 0.830

Number of courses N Percent 2 1 0.415 5 11 4.564 6 21 8.714 7 70 29.046 7.5 2 0.830 8 54 22.407 Number of IB courses 0 26 10.788 1 54 22.407 2 20 8.299 3 18 7.469 4 26 10.788 5 28 11.618 6 15 6.224

9 10 11 12 13 No response 7 8 9 10 11 12 No response

RESPONSES
All results shown below reflect that fact that only the 141 surveys flagged as No issue / usable were included in the analysis. Statistical data was compiled using MYSTAT 12 from Systat Software, Inc. and graphs were generated using Microsoft Excel. Box plots were generated using MYSTAT 12. Survey questions corresponding to the data shown are provided for each section. Please refer to the Appendix for the full original survey.

DEMOGRAPHICS GENDER AND MARK BRACKETS

Relevant survey questions:
1. 2. 4. GENDER: (M/F) WHAT GRADE ARE YOU IN? ARE YOUR GRADES IN SCHOOL MOSTLY?: (90%+, 80% - 89%, 70% - 79%, <70%)
TABLE 2.1 SHOWS THE DISTRIBUTION OF GENDER AND MARK BRACKET BY GRADE, WITH THE CORRESPONDING PERCENTAGE POINTS.

Table 2.1 Gender and Mark Bracket by Grade N Percent N Percent Grade 10 Male Female <70% 70-79% 80-89% 90%+ Grade 11 Male Female <70% 70-79% 80-89% 90%+ 58 20 38 0 6 36 16 41 20 21 0 2 23 16 41.135 34.483 65.517 0.000 10.345 62.069 27.586 29.078 48.780 51.220 0.000 4.878 56.098 39.024 Grade 12 Male Female <70% 70-79% 80-89% 90%+ Total Male Female <70% 70-79% 80-89% 90%+ 42 15 27 2 2 21 17 141 55 86 2 10 80 49 29.787 35.714 64.286 4.762 4.762 50.000 40.476 100.000 39.007 60.993 1.418 7.092 56.738 34.752

AGE
Relevant survey questions:
2. WHAT MONTH AND YEAR WERE YOU BORN?

Table 2.2 Age of Respondents (in Months) Grade 10 Grade 12 N of Cases 58 N of Cases 42 Minimum 173.000 Minimum 204.000 Maximum 202.000 Maximum 223.000 Range 29.000 Range 19.000 Median 191.000 Median 214.000 Arithmetic Mean 190.862 Arithmetic Mean 213.738 Standard Deviation 4.521 Standard Deviation 4.783 Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation 41 195.000 210.000 15.000 202.000 202.415 4.171 All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation 141 173.000 223.000 50.000 199.000 201.035 10.575

COURSES
Relevant survey questions:
5. HOW MANY COURSES ARE YOU TAKING (INCLUDING REGULAR, IB, AND OPTIONS COURSES)? HOW MANY IB COURSES ARE YOU TAKING? HOW MANY SPARE BLOCKS DO YOU HAVE DURING THE WEEK (NUMBER OF DIFFERENT BLOCKS NOT INCLUDING BLOCKS 1114)?
Table 2.3 Number of Courses Taken by Course Type All IB Spares Grade 12 All 58 58 58 N of Cases 42 5.000 0.000 0.000 Minimum 5.000 12.000 9.000 7.000 Maximum 12.000 7.000 9.000 7.000 Range 7.000 8.000 1.000 2.000 Median 7.000 7.879 1.259 2.345 Arithmetic Mean 7.262 1.285 1.573 1.069 Standard Deviation 1.363 All 41 6.000 13.000 7.000 9.000 9.463 1.547 IB 41 4.000 11.000 7.000 8.000 7.878 1.691 Spares 41 0.000 4.000 4.000 2.000 1.793 0.962 All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All 141 5.000 13.000 8.000 8.000 8.156 1.635 AVERAGE COURSE LOAD PER STUDENT IS SHOWN HERE FOR EACH GRADE. NON-IB COURSES REFERS TO THE DIFFERENCE BETWEEN AVERAGE VALUES FOR ALL COURSES AND IB COURSES.

6. 7.

Grade 10 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation

IB 42 0.000 8.000 8.000 4.000 3.762 1.832 IB 141 0.000 11.000 11.000 4.000 3.929 3.215

Spares 42 0.000 5.000 5.000 3.000 2.690 1.024 Spares 141 0.000 7.000 7.000 2.000 2.287 1.076

TIME MANAGEMENT
When questions asked the respondent to answer with a specific time (e.g. 11:30 PM), the data was stored in the computer in decimal format. Under this system, 24 hours = 1.000 and 12 hours = 0.500, and all times are counted up from the start of the current day (i.e. one minute after 11:59 PM the previous day). A raw value of 1.000 would be equivalent to midnight of the given day; any answers that referred to the early morning hours of the next day would be stored as values greater than 1.000 (e.g. for a bed time of 2:00 AM, the value would be stored as 1.083). There were no changes in the calculation of descriptive statistics, since the decimal/time format used to store the data does not affect the validity of indicators like the range, arithmetic mean, or standard deviation. Interpreted rather than raw data will be provided for the purposes of brevity. Minimum, maximum, median, and arithmetic mean values are presented after conversion from decimal to time format. Range and standard deviation are given in terms of hours and minutes.

SLEEP
BED AND WAKE UP TIMES Relevant questions:
1. ON AVERAGE, WHAT TIME DO YOU GET TO BED EVERY NIGHT? (ON WEEKDAYS? ON WEEKENDS?) WHAT IS THE MAIN REASON YOU USUALLY GO TO BED AT THIS TIME ON SCHOOL DAYS? ON AVERAGE, WHAT TIME DO YOU GET UP EACH MORNING? (ON WEEKDAYS? ON WEEKENDS?) WHAT IS THE MAIN REASON YOU USUALLY WAKE UP AT THIS TIME ON SCHOOL DAYS?

2.

3.

4.

Table 2.4 Self-Reported Bedtimes of Survey Respondents Presentation Raw Interpreted Grade 10 Weekdays Weekends Weekdays Weekends N of Cases 58 58 58 58 Minimum 0.833 0.875 8:00 PM 9:00 PM Maximum 1.083 1.208 2:00 AM 5:00 AM Range 0.250 0.333 6h 00m 8h 00m Median 0.979 1.000 11:30 PM 12:00 AM Arithmetic Mean 0.981 1.005 11:33 PM 12:07 AM Standard Deviation 0.049 0.061 1h 11m 1h 28m Grade 11 N of Cases Minimum Maximum Range Weekdays 41 0.917 1.125 0.208 Weekends 41 0.917 1.156 0.240 Weekdays 41 10:00 PM 3:00 AM 5h 00m Weekends 41 10:00 PM 3:45 AM 5h 45m

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Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation 1.000 1.004 0.047 Weekdays 42 0.948 1.125 0.177 1.000 1.003 0.040 Weekdays 141 0.833 1.125 0.292 0.993 0.994 0.047 1.000 1.019 0.051 Weekends 42 0.875 1.125 0.250 1.000 1.010 0.052 Weekends 141 0.875 1.208 0.333 1.000 1.011 0.055 12:00 AM 12:06 AM 1h 8m Weekdays 42 10:45 PM 3:00 AM 4h 15m 12:00 AM 12:04 AM 0h 58m Weekdays 141 8:00 PM 3:00 AM 7h 00m 11:50 PM 11:51 PM 1h 8m 12:00 AM 12:27 AM 1h 13m Weekends 42 9:00 PM 3:00 AM 6h 00m 12:00 AM 12:14 AM 1h 15m Weekends 141 9:00 PM 5:00 AM 8h 00m 12:00 AM 12:16 AM 1h 19m

Table 2.5 Main Reason for Going to Bed Grade 10 Grade 11 Grade 12 N Percent N Percent N Percent My parents have set my bedtime 3 5.172 1 2.439 2 4.762 I feel sleepy 15 25.862 7 17.073 10 23.81 I finish my homework 33 56.897 31 75.610 28 66.667 My TV shows are over 2 3.448 0 0.000 0 0.000 My brother(s) or sister(s) go to bed 0 0.000 0 0.000 0 0.000 I finish socializing 5 8.621 0 0.000 1 2.381 I get home from my job 0 0.000 0 0.000 0 0.000 Other 0 0.000 2 4.878 1 2.381 Reason

All Respondents N Percent 6 4.255 32 22.695 92 65.248 2 1.418 0 0.000 6 4.255 0 0.000 3 2.128

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Table 2.6 Self-Reported Waking Times of Survey Respondents Raw Interpreted Grade 10 Weekdays Weekends Weekdays Weekends N of Cases 58 58 58 58 Minimum 0.208 0.313 5:00 AM 7:30 AM Maximum 0.313 0.625 7:30 AM 3:00 PM Range 0.104 0.313 2h 30m 7h 30m Median 0.271 0.417 6:30 AM 10:00 AM Arithmetic Mean 0.271 0.420 6:30 AM 10:04 AM Standard Deviation 0.021 0.063 0h 30m 1h 31m Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Weekdays 41 0.208 0.302 0.094 0.271 0.264 0.021 Weekdays 42 0.208 0.323 0.115 0.262 0.265 0.022 Weekdays 141 0.208 0.323 0.115 0.271 0.267 0.022 Weekends 41 0.281 0.583 0.302 0.417 0.410 0.072 Weekends 42 0.292 0.500 0.208 0.375 0.390 0.054 Weekends 141 0.281 0.625 0.344 0.417 0.408 0.064 Weekdays 41 5:00 AM 7:15 AM 2h 15m 6:30 AM 6:20 AM 0h 30m Weekdays 42 5:00 AM 7:45 AM 2h 45m 6:17 AM 6:21 AM 0h 32m Weekdays 141 5:00 AM 7:45 AM 2h 45m 6:30 AM 6:24 AM 0h 32m Weekends 41 6:45 AM 2:00 PM 7h 15m 10:00 AM 9:50 AM 1h 44m Weekends 42 7:00 AM 12:00 PM 5h 00m 9:00 AM 9:21 AM 1h 18m Weekends 141 6:45 AM 3:00 PM 8h 15m 10:00 AM 9:47 AM 1h 32m

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Table 2.7 Main Reason for Waking Up Grade 10 Grade 11 N Percent N Percent Noises or my pet wakes me up 0 0.000 0 0.000 My alarm clock wakes me up 29 50.000 25 60.976 My parents or other family members wake me up 23 39.655 13 31.707 I don't know, I just wake up 6 10.345 2 4.878 Other 0 0.000 1 2.439 Reason

Grade 12 N Percent 1 2.381 27 64.286 11 26.19 2 4.762 1 2.381

All Respondents N Percent 1 0.709 81 57.447 47 33.333 10 7.092 2 1.418

Relevant questions:
5. WHAT TIME DID YOU GO TO BED:

YESTERDAY NIGHT? THE NIGHT BEFORE YESTERDAY? THE NIGHT BEFORE THAT?

12 For purposes of brevity, only the interpreted values are shown below:
Table 2.8 Three-Day Bedtime History of Survey Respondents Grade 10 June 17 June 16 June 15 N of Cases 58 58 58 Minimum 9:00 PM 9:00 PM 9:00 PM Maximum 3:00 AM 3:00 AM 3:00 AM Range 6h 00m 6h 00m 6h 00m Median 11:45 PM 11:29 PM 11:29 PM Arithmetic Mean 11:52 PM 11:49 PM 11:36 PM Standard Deviation 1h 17m 1h 24m 1h 22m Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation June 17 41 10:39 PM 4:00 AM 5h 19m 12:30 AM 12:44 AM 1h 23m June 17 42 10:30 PM 4:00 AM 5h 29m 12:00 AM 12:27 AM 1h 19m June 17 141 9:00 PM 4:00 AM 7h 00m 12:00 AM 12:18 AM 1h 22m June 16 41 10:00 PM 4:00 AM 6h 00m 12:00 AM 12:24 AM 1h 23m June 16 42 8:29 PM 3:00 AM 6h 30m 12:00 AM 12:10 AM 1h 29m June 16 141 8:29 PM 4:00 AM 7h 30m 12:00 AM 12:05 AM 1h 26m June 15 41 6:30 PM 6:14 AM 11h 45m 12:30 AM 12:18 AM 1h 52m June 15 42 4:59 PM 4:30 AM 11h 29m 12:00 AM 12:11 AM 1h 49m June 15 141 4:59 PM 6:14 AM 13h 14m 12:00 AM 11:58 PM 1h 40m

VALUES REPRESENT MEAN BEDTIMES. STANDARD DEVIATION ERROR BARS ARE NOT SHOWN ON THE GRAPH.

13 MOST TIRED AND AWAKE TIMES Relevant questions:

6. DURING WEEKDAYS, WHAT HOUR DO YOU FEEL: MOST AWAKE? MOST TIRED?

Table 2.9 shows the frequency distribution of self-reported most awake and most tired times by grade.
Table 2.9 Self-Reported Most Awake and Most Tired Times Most Awake (N) Most Tired (N) Grade 10 Grade 11 Grade 12 All Grade 10 Grade 11 Grade 12 12:00 AM 1:00 AM 1 0 0 0 0 1 1 1:00 AM 2:00 AM 0 0 0 0 0 0 1 2:00 AM 3:00 AM 0 1 0 0 0 0 0 3:00 AM 4:00 AM 0 0 0 0 0 0 0 4:00 AM 5:00 AM 0 0 0 0 0 0 0 5:00 AM6:00 AM 0 0 0 0 1 2 1 6:00 AM7:00 AM 0 1 1 2 9 5 3 7:00 AM 8:00 AM 1 2 2 5 8 6 7 8:00 AM 9:00 AM 2 3 6 11 7 1 1 9:00 AM 10:00 AM 6 1 7 14 1 4 3 10:00 AM11:00 AM 6 5 4 15 0 1 1 11:00 AM12:00 PM 14 7 8 29 0 0 3 12:00 PM1:00 PM 5 3 5 13 2 3 4 1:00 PM2:00 PM 2 0 1 3 7 2 7 2:00 PM3:00 PM 3 1 0 4 10 6 2 3:00 PM4:00 PM 1 3 2 6 3 2 4 4:00 PM5:00 PM 3 2 0 5 2 2 3 5:00 PM6:00 PM 2 1 1 4 4 2 0 6:00 PM7:00 PM 7 2 1 10 2 1 0 7:00 PM8:00 PM 3 1 1 5 0 1 0 8:00 PM9:00 PM 1 3 0 4 0 0 0 9:00 PM10:00 PM 0 4 0 4 0 0 1 10:00 PM11:00 PM 1 0 1 2 1 2 0 11:00 PM12:00 AM 0 1 2 2 1 0 0 Time (between)

All 1 0 0 0 0 4 17 21 9 8 2 3 9 16 18 9 7 6 3 1 0 1 3 1

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Relevant questions:
7. DURING YOUR DAYTIME ACTIVITIES, HOW MUCH OF A PROBLEM DO YOU HAVE WITH SLEEPINESS (FEELING SLEEPY, STRUGGLING TO STAY AWAKE)? (NO PROBLEM AT ALL, A LITTLE PROBLEM, MORE THAN A LITTLE PROBLEM, A BIG PROBLEM, A VERY BIG PROBLEM)

Table 2.10 Self-Reported Daytime Problems with Sleepiness Grade 10 Grade 11 Grade 12 All Respondents N Percent N Percent N Percent N Percent No problem at all 2 3.448 6 14.634 1 2.381 9 6.383 A little problem 35 60.345 13 31.707 30 71.429 78 55.319 More than a little problem 12 20.69 15 36.585 7 16.667 34 24.113 A big problem 6 10.345 6 14.634 3 7.143 15 10.638 A very big problem 3 5.172 1 2.439 1 2.381 5 3.546 Reason

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TRANSPORTATION
Relevant questions:
10. WHAT TIME DO YOU: ARRIVE AT SCHOOL? LEAVE THE SCHOOL?

Arrival and departure times are given by grade and by day of the week.
Grade 10 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Table 2.11 Arrival Times at School Mon Tue Wed Thu 58 58 58 58 7:00 AM 7:00 AM 7:00 AM 7:00 AM 8:02 AM 8:09 AM 8:02 AM 8:15 AM 1h 01m 1h 10m 1h 01m 1h 14m 7:49 AM 7:49 AM 7:49 AM 7:49 AM 7:46 AM 7:46 AM 7:46 AM 7:46 AM 0h 12m 0h 12m 0h 12m 0h 12m Mon 41 6:54 AM 9:10 AM 2h 15m 7:45 AM 7:45 AM 0h 30m Mon 42 6:44 AM Tue 41 6:50 AM 8:45 AM 1h 55m 7:45 AM 7:39 AM 0h 21m Tue 42 6:44 AM Wed 41 6:54 AM 9:10 AM 2h 15m 7:45 AM 7:45 AM 0h 30m Wed 42 6:44 AM Thu 41 6:50 AM 8:45 AM 1h 55m 7:45 AM 7:39 AM 0h 21m Thu 42 6:44 AM Fri 58 7:00 AM 8:02 AM 1h 01m 7:49 AM 7:46 AM 0h 12m Fri 41 6:54 AM 10:20 AM 3h 24m 7:45 AM 7:48 AM 0h 33m Fri 42 6:44 AM

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Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation 9:51 AM 3h 07m 7:45 AM 7:46 AM 0h 33m Mon 141 6:44 AM 9:51 AM 3h 07m 7:49 AM 7:46 AM 0h 25m 12:30 PM 5h 45m 7:49 AM 7:58 AM 1h 00m Tue 141 6:44 AM 12:30 PM 5h 45m 7:49 AM 7:48 AM 0h 36m 9:51 AM 3h 07m 7:45 AM 7:46 AM 0h 33m Wed 141 6:44 AM 9:51 AM 3h 07m 7:49 AM 7:46 AM 0h 25m 11:29 AM 4h 45m 7:49 AM 7:55 AM 0h 51m Thu 141 6:44 AM 11:29 AM 4h 45m 7:49 AM 7:46 AM 0h 31m 9:51 AM 3h 07m 7:49 AM 7:48 AM 0h 33m Fri 141 6:44 AM 10:20 AM 3h 34m 7:49 AM 7:48 AM 0h 25m

Table 2.12 Departure Times from School Grade 10 Mon Tue Wed Thu N of Cases 58 58 58 58 Minimum 2:15 PM 3:27 PM 2:15 PM 11:35 AM Maximum 5:15 PM 5:29 PM 5:15 PM 5:29 PM Range 2h 58m 2h 02m 2h 58m 5h 54m Median 3:40 PM 3:44 PM 3:40 PM 3:40 PM Arithmetic Mean 3:47 PM 4:07 PM 3:51 PM 3:50 PM Standard Deviation 0h 33m 0h 43m 0h 36m 1h 10m Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Mon 41 9:30 AM 5:39 PM 8h 09m 3:40 PM 3:33 PM 1h 14m Mon 42 10:30 AM 5:29 PM 7h 00m 3:37 PM 3:40 PM 1h 16m Mon 141 9:30 AM 5:39 PM 8h 09m 3:40 PM 3:41 PM 1h 01m Tue 41 2:15 PM 5:39 PM 3h 24m 3:34 PM 3:36 PM 0h 43m Tue 42 2:15 PM 5:29 PM 3h 14m 3:30 PM 3:28 PM 0h 51m Tue 141 2:15 PM 5:39 PM 3h 24m 3:40 PM 3:46 PM 0h 48m Wed 41 2:15 PM 5:39 PM 3h 24m 3:40 PM 3:43 PM 0h 46m Wed 42 2:15 PM 5:29 PM 3h 14m 3:40 PM 3:54 PM 0h 50m Wed 141 2:15 PM 5:39 PM 3h 24m 3:40 PM 3:50 PM 0h 43m Thu 41 2:15 PM 5:39 PM 3h 24m 3:40 PM 3:37 PM 0h 48m Thu 42 11:35 AM 6:00 PM 6h 24m 3:40 PM 3:44 PM 1h 09m Thu 141 11:35 AM 6:00 PM 6h 24m 3:40 PM 3:44 PM 1h 04m

Fri 58 3:27 PM 5:45 PM 2h 16m 3:44 PM 3:57 PM 0h 36m Fri 41 2:15 PM 5:45 PM 3h 30m 3:34 PM 3:40 PM 0h 50m Fri 42 2:15 PM 5:45 PM 3h 30m 3:30 PM 3:38 PM 1h 00m Fri 141 2:15 PM 5:45 PM 3h 30m 3:40 PM 3:47 PM 0h 48m

17 Relevant questions:
1. HOW DO YOU GET TO SCHOOL? (PLEASE CIRCLE ALL THAT APPLY) (WALKING, PUBLIC TRANSPORTATION, DRIVING) ON AVERAGE, HOW MUCH TIME DOES IT TAKE YOU TO: A. TRAVEL FROM HOME TO SCHOOL EACH DAY IN MINUTES? B. TRAVEL FROM SCHOOL TO HOME EACH DAY IN MINUTES (INCLUDING TIME WAITING AT SCHOOL FOR TRANSPORTATION)?

2.

Table 2.13 Modes of Transportation for Getting to School Mode of Transport Grade 10 Grade 11 Grade 12 All Respondents N Percent N Percent N Percent N Percent Walking 2 3.448 2 4.878 1 2.381 5 3.546 Public Transportation 25 43.103 15 36.585 21 50.000 61 43.262 Driving 40 68.966 28 68.293 30 71.429 98 69.504

Not all respondents arrived at and left the school using the same mode of transportation. This is reflected in the following table, which shows the average commute time to and from school. Data from respondents who provided commute times for different modes of transportation is reflected in the table. When respondents gave only a single time for multiple modes of transportation, the time given is treated as similar for all applicable modes of transportation. The average commute time to and from the school represents an average of the respondents commute time for all their modes of transportation.
Mode of Transport Walking (to) Walking (from) Public Transportation (to) Public Transportation (from) Driving (to) Driving (from) Average commute (to) Average commute (from) Table 2.14 Travel Time To and From School Grade 10 Grade 11 Grade 12 All Respondents N Time (SD) N Time (SD) N Time (SD) N Time (SD) 2 37.500 2 17.500 1 40.000 (0) 5 30.000 (31.820) (17.678) (21.506) 2 45.000 2 17.500 1 45.000 (0) 5 34.000 (21.213) (17.678) (20.433) 24 39.271 13 44.615 19 37.237 56 39.821 (17.868) (23.045) (15.113) (18.221) 25 55.100 15 65.667 21 58.095 61 58.730 (17.596) (24.485) (19.524) (20.210) 40 26.262 (8.611) 28 25.179 (7.003) 30 28.417 98 26.612 (9.848) (13.171) 38 50.921 26 44.904 29 61.207 93 52.446 (23.187) (38.396) (31.500) (30.985) 58 31.409 41 30.305 42 31.310 141 31.059 (14.072) (16.623) (14.069) (14.757) 58 52.629 41 51.341 42 59.167 141 54.202 (20.734) (35.703) (27.892) (27.891) Note: All times are measured in minutes.

18

ACTIVITIES
Relevant questions:
ON AVERAGE, HOW MUCH TIME DO YOU ESTIMATE YOU SPEND PER DAY ON THE FOLLOWING ACTIVITIES?
Table 2.14 Time Spent on Activities During Weekdays Schoolwork Extracurricular Entertainment Social networking 58 58 58 58 15 0 0 0 300 240 300 730 285 240 300 730 150 60 60 30 145.431 63.741 82.845 66.509 69.606 61.049 65.448 102.088 Schoolwork 41 0 420 420 Extracurricular 41 0 420 420 Entertainment 41 0 300 300 Social networking 41 0 240 240

Grade 10 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 11 N of Cases Minimum Maximum Range

Other 58 0 120 120 0 9.828 25.853 Other 41 0 120 120

19
Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation 200 200.244 92.83 Schoolwork 42 30 420 390 205 203.095 85.24 Schoolwork 141 0 420 420 180 178.546 85.648 60 73.561 74.457 Extracurricular 42 0 360 360 60 72.976 82.04 Extracurricular 141 0 420 420 60 69.348 71.377 60 69.146 63.432 Entertainment 42 10 300 290 60 88.929 77.385 Entertainment 141 0 300 300 60 80.674 68.62 45 62.561 56.79 Social networking 42 5 300 295 30 63.571 77.036 Social networking 141 0 730 730 30 64.486 83.1 0 11.268 28.053 Other 42 0 120 120 0 5 19.785 Other 141 0 120 120 0 8.809 24.863

Grade 10 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 11 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 12 N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation All Respondents N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation

Table 2.15 Time Spent on Activities During Weekends Schoolwork Extracurricular Entertainment Social networking 58 58 58 58 141 141 141 141 0 0 0 0 900 420 700 600 900 420 700 600 200 120 120 60 235.355 127.879 169.645 101.596 Schoolwork 41 0 900 900 300 298.78 202.067 Schoolwork 42 0 900 900 300 298.78 202.067 Schoolwork 141 0 900 900 200 235.355 156.187 Extracurricular 41 0 360 360 100 128.195 104.478 Extracurricular 42 0 360 360 100 128.195 104.478 Extracurricular 141 0 420 420 120 127.879 106.769 Entertainment 41 0 700 700 120 160.244 130.585 Entertainment 42 0 700 700 120 160.244 130.585 Entertainment 141 0 700 700 120 169.645 120.95 Social networking 41 0 500 500 100 112.805 102.726 Social networking 42 0 500 500 100 112.805 102.726 Social networking 141 0 600 600 60 101.596 105.12

Other 58 0 300 300 0 27.241 67.246 Other 41 0 150 150 0 20.488 45.219 Other 42 0 150 150 0 6.476 26.106 Other 141 0 300 300 0 19.092 51.969

20

21

OPINION
Respondents were asked whether they strongly disagree, disagree, neither disagree nor agree, agree, or strongly agree with five opinion statements and to indicate their average stress level on a scale of 0 (no stress) to 10 (most stress in ones life).
Table 2.16 Agreement with Given Statements Mean Results (SD) Grade 10 Grade 11 Grade 12 N of Cases 58 41 42 I feel I am getting an adequate amount of sleep each day. 2.397 1.976 2.190 (1.138) (1.084) (0.969) I feel there is enough time in the day to get everything done. 2.586 2.415 2.429 (1.155) (1.284) (1.328) In the past three days, I have found I could not complete all 3.088 3.707 3.929 the things to do. (1.243) (1.289) (1.257) I feel my academic performance is affected by the amount of 4.259 4.146 4.000 sleep I get. (0.828) (0.910) (0.911) I go to sleep around the same time each night. 3.552 3.415 3.143 (1.046) (1.183) (1.280) Statement

All 141 2.213 (1.081) 2.489 (1.240) 3.521 (1.306) 4.149 (0.878) 3.390 (1.164)

Table 2.17 Responses to Opinion Statements by All Respondents Degree of Agreement (1 strongly disagree, 5 strongly agree) 1 2 3 4 5 I feel I am getting an adequate amount of sleep each day. 35 69 16 14 7 (24.8%) (48.9%) (11.3%) (9.9%) (5.0%) I feel there is enough time in the day to get everything 31 55 24 17 14 done. (22.0%) (39.0%) (17.0%) (12.1%) (9.9%) In the past three days, I have found I could not complete 12 26 19 45 39 all the things I had to do. (8.5%) (18.4%) (13.5%) (31.9%) (27.7%) I feel my academic performance is affected by the 2 4 21 58 56 amount of sleep I get. (1.4%) (2.8%) (14.9%) (41.1%) (39.7%) I go to sleep around the same time each night. 9 28 26 55 23 (6.4%) (19.9%) (18.4%) (39.0%) (16.3%) Statement

The respondents answers to the questions on what they feel is a good bed time and how late they feel a bed time can be without affecting [their] next days performance are defined as their selfreported ideal bedtime and tolerable bedtime, respectively. Relevant questions:
REGARDLESS OF WHEN YOU ACTUALLY SLEEP, WHAT TIME DO YOU FEEL IS A GOOD BED TIME? HOW LATE DO YOU FEEL A BED TIME CAN BE WITHOUT AFFECTING YOUR NEXT DAYS PERFORMANCE?

22
Table 2.18 Ideal and Tolerable Bedtimes Ideal Bedtime Tolerable Bedtime 11 12 All 10 11 12 41 42 141 58 41 42 9:00 PM 9:30 PM 7:59 PM 7:59 PM 10:00 PM 10:30 PM 11:29 PM 1:00 AM 1:00 AM 2:29 AM 4:59 AM 4:59 AM 2h 29m 3h 30m 4h 59m 6h 30m 7h 00m 6h 30m 10:30 PM 10:52 PM 10:30 PM 10:59 PM 11:29 PM 12:00 AM 10:24 PM 10:49 PM 10:29 PM 11:11 PM 11:38 PM 12:01 AM 0h 33m 0h 46m 0h 44m 1h 06m 1h 12m 1h 09m

Grade N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation

10 58 7:59 PM 1:00 AM 4h 59m 10:00 PM 10:17 PM 0h 47m

All 141 7:59 PM 4:59 AM 9h 00m 11:29 PM 11:34 PM 1h 12m

Relevant questions:
ON THE AVERAGE DAY, MY STRESS LEVEL IS: 0 10
Table 2.19 Self-Reported Stress Levels of Respondents Grade 10 11 12 All Respondents N of Cases 58 41 42 141 Arithmetic Mean 6.060 7.390 6.167 6.479 Standard Deviation 1.767 2.117 1.820 1.967

10

12

Stress Level
THE MEDIAN VALUE IS REPRESENTED BY THE VERTICAL LINE WITHIN THE BOX. LENGTH OF THE BOX REPRESENTS THE RANGE WITHIN WHICH THE CENTRAL 50% OF VALUES FALL AND WHISKERS DEFINE THE RANGE OF VALUES THAT FALL WITHIN 1.5 IQR (INTERQUARTILE RANGE).

23

ANALYSIS
ESTIMATED SLEEP DURATION
Approximate sleep durations are calculated by subtracting the wake up time from the bed time provided by the respondents. Given that this value represents strictly the duration of time between bed time and rise time, it should be noted that the actual sleep duration is likely shorter, due to factors such as sleep onset latency.
Table 3.1 Estimated Sleep Durations During Weekdays and Weekends Weekdays Grade 10 Grade 11 Grade 12 N of Cases 58 41 42 Minimum 4h 20m 4h 00m 3h 00m Maximum 10h 59m 8h 29m 8h 09m Range 6h 38m 4h 29m 5h 09m Median 7h 00m 6h 30m 6h 30m Arithmetic Mean 6h 56m 6h 14m 6h 15m Standard Deviation 1h 13m 1h 09m 1h 09m Weekends N of Cases Minimum Maximum Range Median Arithmetic Mean Standard Deviation Grade 10 58 7h 00m 15h 00m 7h 59m 10h 00m 9h 57m 1h 36m Grade 11 41 4h 59m 13h 59m 9h 00m 9h 00m 9h 23m 1h 42m Grade 12 42 4h 59m 12h 00m 7h 00m 9h 00m 9h 07m 1h 32m

0.5
All 141 3h 00m 10h 59m 7h 59m 6h 40m 6h 33m 1h 13m All 141 4h 59m 15h 00m 10h 00m 9h 30m 9h 33m 1h 37m

0.7

Weekend Sleep Duration

Weekday Sleep Duration

0.6

0.4

0.5

0.3

0.4

0.2

0.3

Difference Grade 10 Grade 11 Grade 12 All N of Cases 58 41 42 141 Minimum -0h 14m -0h 30m -0h 30m -0h 30m Maximum 9h 30m 8h 29m 6h 30m 9h 30m Range 9h 44m 9h 00m 7h 00m 10h 00m Median 2h 35m 3h 00m 3h 00m 2h 45m Arithmetic Mean 3h 00m 3h 08m 2h 51m 3h 00m Standard Deviation 1h 56m 2h 09m 1h 37m 1h 55m Note: Negative values denote longer sleep duration on weekdays.

0.1

0.2

BOX PLOT AXES ARE DECIMAL REPRESENTATIONS OF TIME VALUES.

24

IDEAL AND TOLERABLE BEDTIMES

Desired sleep durations were calculated by taking the duration of time between the ideal or tolerable bedtime and the respondents self-reported waking time on weekdays.
Table 3.2 Desired Sleep Durations Based on Ideal and Tolerable Bedtimes Ideal Sleep Duration Tolerable Sleep Duration 10 11 12 All 10 11 12 All N of Cases 58 41 42 141 58 41 42 141 Minimum 5h 49m 6h 44m 4h 59m 4h 59m 4h 00m 1h 30m 1h 30m 1h 30m Maximum 10h 00m 9h 14m 8h 45m 10h 00m 10h 14m 9h 00m 7h 45m 10h 14m Range 4h 10m 2h 29m 3h 44m 4h 59m 6h 14m 7h 30m 6h 14m 8h 45m Median 8h 15m 7h 55m 7h 37m 7h 59m 7h 24m 6h 54m 6h 30m 7h 00m Arithmetic Mean 8h 12m 7h 55m 7h 30m 7h 55m 7h 19m 6h 43m 6h 20m 6h 50m Standard Deviation 0h 51m 0h 40m 0h 48m 0h 50m 1h 09m 1h 14m 1h 13m 1h 16m Grade

Differences between the ideal and tolerable sleep durations and the students actual estimated sleep duration were also assessed.
Table 3.3 Differences between Actual and Ideal/Tolerable Sleep Durations Difference from Ideal Sleep Difference from Tolerable Sleep 10 11 12 All 10 11 12 All N of Cases 58 41 42 141 58 41 42 141 Minimum -1h 30m 0h 00m -0h 30m -1h 30m -2h 15m -4h 00m -4h 30m 4h 30m Maximum 3h 00m 4h 00m 3h 00m 4h 00m 3h 00m 3h 00m 3h 00m 3h 00m Range 4h 29m 4h 00m 3h 30m 5h 29m 5h 15m 7h 00m 7h 29m 7h 30m Median 1h 14m 1h 30m 1h 14m 1h 29m 0h 30m 0h 30m 0h 14m 0h 30m Arithmetic Mean 1h 16m 1h 40m 1h 14m 1h 22m 0h 21m 0h 27m 0h 02m 0h 18m Standard Deviation 0h 54m 0h 59m 0h 44m 0h 53m 1h 07m 1h 17m 1h 16m 1h 13m Note: Negative values indicate that actual sleep duration is greater than ideal or tolerable sleep duration. Grade

25
THIS GRAPH SHOWS THE PROPORTION OF STUDENTS WHO HAVE A CERTAIN DISPARITY BETWEEN THEIR TOLERABLE SLEEP DURATION AND THEIR SELFREPORTED SLEEP DURATION. NEGATIVE VALUES ON THE X-AXIS REPRESENT GREATER ACTUAL BEDTIMES THAN TOLERABLE BEDTIMES. APPROXIMATELY 42.5% OF STUDENTS REPORT AN ACTUAL SLEEP DURATION EQUAL TO OR GREATER THAN THEIR TOLERABLE SLEEP DURATION.

AN OSA STUDENTS AVERAGE WEEKDAY

These values are inferred from mean values calculated using the survey answers of all respondents. Wake-up time: 6:24 AM Travel time to school: 31.1 minutes Arrival time at school: 7:47 AM Number of courses: 8.2 Number of regular (non-IB) courses: 4.2 Number of IB courses: 4.0 Number of spare blocks: 2.3 Amount of time spent in school: 7h 58m Departure time from school: 3:46 PM Travel time from school: 54.2 minutes Arrival time at home (estimated): 4:40 PM Time spent on schoolwork: 178.5 minutes Time spent on extracurricular activities: 69.3 minutes Time spent on entertainment: 80.7 minutes Time spent on social networking: 64.5 minutes Total time spent on activities (assuming no overlap): 6 hours, 33 minutes Bedtime: 11:51 PM

26

FACTORS AFFECTING SLEEP

An exploratory analysis was performed using Spearmans rank correlation to investigate potential links between weekday sleep duration and amount of time spent on various activities. All 141 respondents were included in this analysis and were not stratified by grade. Although the DunnSidak method was applied to adjust for multiple comparisons, the results shown below should not be treated as definitive, given the small sample size of this survey. The Pearson correlation coefficient, , is provided in the table below along with the adjusted DunnSidak p-values. A p-value of less than 0.05 may be regarded as statistically significant.
Table 3.4 Correlation of Variables with Weekday Sleep Duration Variable p-value Schoolwork time -0.368 < 0.001 Extracurricular time -0.128 0.941 Entertainment time 0.135 0.971 Social networking time -0.224 0.299 Time taken to travel to school -0.171 0.612 Time taken to travel from school -0.274 0.028

Both schoolwork time as well as time taken to travel from school are negatively correlated with weekday sleep duration. The Spearman coefficients, -0.368 and -0.274, indicate a moderate to weak correlation of the variables with

weekday sleep duration.

STUDENT OPINIONS
Respondents were asked to indicate their degree of concordance with five opinion statements regarding their views on sleep and time management. Respondents were also asked to provide an ideal and tolerable bedtime and to indicate their stress level on an average day on a scale of 0 (no

27 stress) to 10 (most stress experienced in their life so far). As well, the correlation of weekday sleep to problems with daytime sleepiness was evaluated. The data show statistically significant correlations between weekday sleep duration and the students responses to problems with daytime sleepiness, three opinion questions, ideal sleep duration, tolerable sleep duration, and stress level.
Table 3.5 Correlation of Variables with Weekday Sleep Duration Variable How much of a problem do you have with sleepiness? -0.243 I feel I am getting an adequate amount of sleep each day. 0.429 I feel there is enough time in the day to get everything done. 0.265 In the past three days, I have found I could not complete all the things I had to do. -0.113 I feel my academic performance is affected by the amount of sleep I get. -0.017 I go to sleep around the same time each night. 0.246 Ideal sleep duration 0.667 Tolerable sleep duration 0.533 Stress Level -0.310 p-value 0.047 < 0.001 0.021 0.856 1.000 0.033 < 0.001 < 0.001 0.001

Moderate to weak correlations are observed for daytime sleepiness, the opinion question on the availability of time per day, the opinion question on consistency of bedtimes, and the respondents stress level. Strong positive correlations are seen for the opinion question on adequate sleep, the respondents self-defined ideal sleep duration, and self-defined tolerable sleep duration. The Spearmans correlation shows that the respondents self-defined ideal and tolerable sleep duration are significantly associated with weekday sleep duration, and that it is a positive correlation. This phenomenon suggests that most students perceptions of sleep are strongly influenced by their own amount of sleep. However, a decrease in the amount of actual sleep does not appear to engender a desire for increased sleep, nor vice versa; in fact, students with less sleep tend to have lower self-defined ideal and tolerable sleep durations. A Mann-Whitney U Test revealed a statistically significant difference in both self-defined ideal sleep duration and tolerable sleep duration between respondents whose actual sleep duration was above the median weekday sleep duration (6h 40m) and those whose actual sleep duration was below the median. Respondents with an actual sleep duration below the median value had, on average, lower self-defined ideal sleep and tolerable sleep durations than those above the median value.
Table 3.6 Mann-Whitney Comparison of Respondents with Actual Sleep Duration Below and Above Median Value Ideal sleep duration Tolerable sleep duration Difference in means 0h 57m 1h 10m Difference in medians 0h 59m 0h 55m Mann-Whitney U Test p-value < 0.001 < 0.001

28

DISCUSSION
The Voluntary Sleep Survey was undertaken to educe information on the sleeping and time management habits of Old Scona students, as well as to gauge student perceptions on these topics. To the best of our knowledge, this survey is the first attempt at empirical measurement of these aspects of student life at Old Scona Academic. Despite the limitations of the survey methodology and scope, we expect this report to make a considerable contribution to understanding students sleep patterns. One-hundred forty-one (n = 141) surveys of 242 were deemed to be suitable for inclusion in the analysis. Of these 141 respondents, 58 were Grade 10 students (41%), 41 were Grade 11 (29%), and 42 were Grade 12 (30%). All surveys used in the analysis were complete sets; these respondents had provided answers to all questions in the Voluntary Sleep Survey. We calculated that most OSA students (>80%) sleep for at least 6 hours per day on weekdays, with a mean of 6h 33m and a median of 6h 40m. The consensus reflected in sleep literature is that adolescents should receive at least eight to nine hours of sleep per night (see: Carskadon, 1990; Wolfson & Carskadon, 1998; National Sleep Foundation, 2006; Noland et al., 2009; Eaton et al., 2010; Owens et al., 2010). However, only 2.8% of respondents achieved the recommended 9 hours of sleep on weekdays. This sleep deficit is ostensibly manifested in the gross disparity in sleep duration between weekdays and weekendson average, students sleep for three hours more on weekends. Not only do the majority of OSA students fail to meet the recommended sleep duration for adolescents, they also appear to sleep significantly less than their peers of the same age; a longitudinal sleep study found that average 16-year-old receives approximately 8.1 hours of sleep per night (Iglowstein, Jenni, Molinari, & Largo, 2003). In addition, the results of a meta-analysis by Gradisar, Gardner, and Dohnt (2011) indicate that OSA students sleep less compared to the mean North American (7.46 h), Asian (7.64 h), or European (8.44 h) school-night sleep duration. It is important to note that the estimated sleep durations for OSA students are not adjusted for variables such as sleep onset latency, sleep quality, or sleep disturbances. Consequently, the actual sleep duration may be even lower than reported. An analysis of the responses to the surveys opinion questions further elucidates these troubling findings. Students were asked to specify how much of a problem they had with staying awake during the day, to indicate their agreement/disagreement with five opinion statements, to provide their ideal and tolerable bed times, and to indicate their average stress level. We found that more than one-third of respondents (37%) indicated they had more than a little problem, a big problem, or a very big problem staying awake throughout the day. Approximately 81% of respondents answered either agree or strongly agree to the statement I feel my academic performance is affected by the amount of sleep I get and 74% disagreed with that they get an adequate amount of sleep each day. Clearly, students are cognizant of the importance of sleep health and their own sleep situation, yet fewer than half (42%) met or exceeded the latest bed time they felt they could have without affecting [their] next days performance. At the same time, we observed a moderate negative correlation between the respondents sleep duration on weekdays and their self-reported stress levels and time spent on schoolwork. It can be inferred from the data that OSA students are experiencing a significant amount of academic, social, or psychological pressures that are contributing to the lack of sufficient sleep.

29 Interestingly, respondents who regularly sleep for a duration below the median value of 6h 40m on weekdays tended to report lower ideal and tolerable bedtimes than those above the median. It may seem contradictory for students who sleep less than their peers to also have comparatively smaller sleep demands. However, we speculate that this paradox may be due to the confluence of habituation to sleep deprivation, lack of awareness of the importance of sleep health, and academic and social pressures, all of which lead to reduced expectations for sleep. Habitual sleep loss may engender future expectations of sleep loss, as the student gradually settles into a routine that deters sufficient sleep. As well, sleep deprivation has been shown to negatively influence judgement, which may contribute to the perception that such behaviour is not deleterious, contrary to established evidence (Carskadon, 1990; Gibson et al., 2006; Noland et al., 2009; Owens, Belon, & Moss, 2010). While the widespread prevalence of adolescent sleep deficiency suggests that it is a normal, and therefore benign, phenomenon, the severity of this problem should not be ignored. As Carskadon (1990) notes, the scope of the problem has been paradoxically unrecognized in part because adolescent sleepiness is so widespread and obvious it almost seems to be normal. Lack of awareness of proper sleep hygiene and the dangers of sleep deprivation may encourage the development of unhealthy sleeping patterns. The detriments of insufficient sleep are well-documented in sleep literature. Numerous studies have established a link between poor academic performance and shortened sleep time, erratic sleep schedules, and poor sleep quality (Wolfson & Carskadon, 2003; Taras & Potts-Datema, 2005). Sleep loss interferes with circadian rhythms, neurobiological development, and psychological health (Carskadon, 1998). Noland et al. (2009) noted that adolescents who sleep for less than eight hours miss the last two hours of sleep, which include REM sleep, and are the most important for storing new information. A meta-analysis by Dewald et al. (2010) found sleep quality, duration, and daytime sleepiness to be significantly correlated with school performance, in a review of seventeen studies. Sleeping patterns are undoubtedly crucial for a students academic success. Moreover, researchers have identified a number of behavioural issues arising from adolescent sleep deprivation. Adolescents who have insufficient sleep report increases in stress and difficulty in getting along with others and are more prone to depression and dangerous behaviour (Noland et al., 2009; Eaton et al., 2010). Two surveys by Gibson et al. (2006) of Canadian students found that poor sleep is a potential risk factor for falling grades, lates and truancy, and behavioural changes; students with excessive daytime sleepiness were also less likely to participate in extracurricular activities. It is clear that sleep deprivation is adversely affecting students personal and academic lives. Sleep researchers have proposed various solutions to improve sleep quality among adolescent students. Eaton (2010), Noland et al. (2009), and Wolfson and Carskadon (1998) have noted that early school start times and irregular wake/sleep schedules, among other factors, coincide with insufficient sleep. Because changes in onset of melatonin secretion in puberty suggest that the tendency of adolescents to stay up late is a hormonally, rather than volitionally, induced alteration of the circadian rhythm (Carskadon, 1990; Owens & Belon, 2010), there is reason to believe that earlier school start times cause students to sleep less per day on school days. Accordingly, numerous researchers have advocated for delaying school start times. A four-year study of the Minnesota Public School District by Wahlstrom (2002) found that when high school start times were delayed from 7:15 am to 8:40 am, attendance rates for morning classes increased and both parents and teachers reported fewer behavioural problems among students. Significantly,

30 the same study found that students continue to get an extra hour of sleep compared to schools with early start times, which is contrary to the fears and expectations that a later start would result in students staying awake an hour later on school nights. Similarly, the difficulties of transportation implicated by some objections to delaying start times did not materialize in the study; neither the urban nor suburban schools in the Minnesota district reported increased transportation costs as a result of the change. Another study by Owens and Belon (2010) of an independent high school in Rhode Island corroborates these findings; postponing the start time by 30 minutes was associated with significantly higher student alertness, sleep duration, and satisfaction. Based on the empirical evidence, there is a strong case for pursuing delayed school start times as a policy resolution for deficiencies in adolescent sleep. There is indeed reason to believe that such a change would be beneficial for Old Scona students. Students do not appear to arrive at school much earlier than the start of the first class, suggesting that delaying class starting times would cause them to arrive later; as a result, students may be able to obtain extra sleep due to later waking times. Additionally, we found that there was a positive correlation between the students self-reported sleep consistency and their weekday sleep duration, which is consistent with the results of previous studies that found a similar association. A potential drawback to this solution is that postponing school start times may affect extracurricular activities, such as outdoor sports practices or after-school jobs (Eliasson, Eliasson, King, Gould, & Eliasson, 2002). Nevertheless, changing school start times could drastically ameliorate students sleep loss and the severity of this problem at Old Scona militates in favour of pursuing a resolution. Another aspect which may significantly contribute to the prevalence of sleep deficiency among Old Scona students is the high workload many students choose to adopt. The mean time spent on schoolwork per weekday was approximately three hours (178 minutes) and was also a plurality of the time spent on activities per day. In addition to schoolwork, many OSA students are involved in extracurricular activities; our survey found that half of all respondents spend more than an hour (median = 60 minutes) on these activities per weekday. While it is unclear whether OSA students experience a significantly higher workload than their age-group peers, we found that weekday schoolwork time and travel time from school were negatively correlated with weekday sleep duration among respondents of the survey. As well, self-reported stress level was negatively correlated with weekday sleep duration. These results are somewhat consistent with that of Noland et al. (2009), where the top two items students indicated that prevented them from sleeping were too much homework [and] too much stress. It is highly advisable to take measures to manage the workload students have each day, since it appears that bedtimes are dependent on the magnitude of the students workload. In addition to the negative correlation between schoolwork time and weekday sleep duration, a majority of respondents (61%) indicated they either disagree or strongly disagree that they have enough time in the day to get everything done. A similar majority (60%) also agreed or strongly agreed that they could not complete all the things they had to do for the past three days, when the survey was taken. Enacting a consensus between staff members on how many minutes of homework students are expected to complete each day may be one way to address this issue. Currently, 74% of respondents disagreed or strongly disagreed that they were getting an adequate amount of sleep each day and more than half (60%) report they are getting less sleep than the amount necessary to not jeopardize their academic performance. Therefore, it is unlikely most students would squander any temporal gains from reduced homework.

31 We found that transportation to and from school is a further factor that is associated with sleep. On average, respondents reported they took 31 minutes to travel to and 54 minutes to travel from school each day. The highest commute times were, unsurprisingly, observed in students who travelled by public transportation, though travel times from school were higher for all modes of travel. This is likely due to the higher levels of traffic in the peak hours after school; as well, students may have to wait for their mode of transportation to arrive at the school. Our analysis revealed a negative correlation between travel time from school and weekday sleep duration, which is consistent with findings by Carskadon (1990) that commute times influence the sleeping patterns of students. It is notable that unlike many other schools, enrollment at Old Scona is not determined automatically by proximity to the school, and thus it does not have a geographically concentrated cohort of students. Instead, students are widely distributed across the city and some must travel far distances to attend school. Time lost during the commute is an obvious explanation for the association of travel time and sleep durationa longer commute from school delays the student from working on productive activities and forces him or her to compensate by staying up later during the night. While there is little that can reasonably be done by the school administration to improve the transportation situation, a greater awareness of the factors that lead to poor sleep can encourage changes among parents and students. As far as we are aware, this is the first empirical study of the sleeping and time management patterns of Old Scona students. It is evident from our findings that most OSA students suffer from chronic sleep deprivation, sleeping on average only 6.5 hours compared to the recommended 9 hours. As well, we have elicited much information on how students spend their time on weekdays and weekends. However, many aspects of this study could be improved for any future investigations. Of the 241 surveys that were returned, we were only able to use 141 (59%) for the analysis due primarily to incomplete surveys and respondents providing multiple answers to a single question. Providing multiple-choice responses rather than free-answer options could avoid the ambiguity expressed in certain responses and would also facilitate data entry and analysis. Five- and ten-point scales were used for the opinion and stress level questions, respectively, which allowed us to quantify responses subjectively. Unfortunately, this relative scale does not allow an adequate, objective comparison with other students of the same age-group. Furthermore, it is important to note that all survey responses were the self-reported observations of respondents and could not be independently verified. All sleep durations reported in this study are estimated based on the difference between the respondents self-reported bedtimes and wake times; as noted previously, students actual sleep duration could differ from the reported values due to errors with memory and factors including sleep onset delay. A similar investigation could potentially improve accuracy by asking students to maintain a sleep journal, which could cause respondents to be more cognizant of their actual sleeping times or durations. Likewise, the time spent on weekday and weekend activities were self-reported, which could introduce bias into the data. One disadvantage of our survey design was that it did not account for multiple activities occurring at the same time (e.g. schoolwork and social networking) and respondents may have been unsure whether to double-count activities performed in this manner. A future survey could explicitly instruct students regarding this aspect, depending on the type of data desired. Additionally, it would be interesting to compare the sleeping patterns of Old Scona students with that of other students. Such a comparison would elucidate both the scope and cause of the problem, though it would require broader inquiries.

32 The data gathered from the Voluntary Sleep Survey is intended to aid assessment of possible interventions to remedy problems. Indeed, we have referred to the scientific literature to provide evidence for the deleterious effects of habitual sleep loss, and presented proposals to counteract this trend. Given the indisputable significance of sleep health, we strongly encourage serious consideration of our recommendations, as well as any other solutions to improve sleep health among students. It is our hope that this report advances the understanding and discussion of such problems.

33

REFERENCES
Carskadon, M. A. (1990). Patterns of Sleep and Sleepiness in Adolescents. Pediatrician, 17, 5-12. Carskadon, M. A., Acebo, C., & Seifer, R. (2001). Extended Nights, Sleep Loss, and Recovery Sleep in Adolescents. Archives Italiennes de Biologie, 139, 301-312. Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bgels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep Medicine Reviews, 14, 179-189. Eaton, D. K., McKnight-Eily, L. R., Lowry, R., Perry, G. S., Presley-Cantrell, L., & Croft, J. B. (2010). Prevalence of Insufficient, Borderline, and Optimal Hours of Sleep Among High School Students United States, 2007. Journal of Adolescent Health, 46, 399-401. Eliasson, A., Eliasson, A., King, J., Gould, B., & Eliasson, A. (2002). Association of Sleep and Academic Performance. Sleep and Breathing, 6(1), 45-48. Gibson, E. S., Powles, A. C. P., Thabane, L., OBrien, S., Molnar, D. S., Trajanovic, N., Ogilvie, R., Shapiro, R., Yan, M., & Chilcott-Tanser, L. (2006). "Sleepiness" is serious in adolescence: Two surveys of 3235 Canadian students. BMC Public Health, 6, 116. National Sleep Foundation. (2006). 2006 Sleep in America Poll: Summary of Findings. Washington: National Sleep Foundation. National Sleep Foundation (n.d.). Backgrounder: Later School Start Times. Retrieved from http://www.sleepfoundation.org/article/hot-topics/backgrounder-later-school-start-times Noland, H., Price, J. H., Dake, J., & Telljohann, S. K. (2009). Adolescents Sleep Behaviours and Perceptions of Sleep. Journal of School Health 79(5), 224-230. Owens, J. A., Belon, K., & Moss, P. (2010). Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behaviour. Archives of Pediatrics & Adolescent Medicine, 164(7), 608-614. Taras, H., & Potts-Datema, W. (2005). Sleep and Student Performance at School. Journal of School Health, 75(7), 248-254. Wahlstrom, K. (2002). Changing Times: Findings From the First Longitudinal Study of Later High School Start Times. NASSP Bulletin, 86, 3-21. Wolfson, A. R., & Carskadon, M. A. (1998). Sleep Schedules and Daytime Functioning in Adolescents. Child Development, 69(4), 875-887. Wolfson, A. R., & Carskadon, M. A. (2003). Understanding adolescents sleep patterns and school performance: a critical appraisal. Sleep Medicine Reviews, 7(6), 491-506.

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APPENDIX: SLEEP SURVEY

Demographics: 1. Gender: M F (month) 10 11 12 d. <70% (year)

2. What month and year were you born? 3. What grade are you in? (please circle one) 4. Are your grades in school mostly?: a. 90%+ b. 80% - 89%

c. 70% - 79%

5. How many courses are you taking (including regular, IB, and options courses)? 6. How many IB courses are you taking? 7. How many spare blocks do you have during the week (number of different blocks not including blocks 11-14)? 8. Do you usually arrive at or leave the school at similar times each day? 9. If your answer to question #8 was Yes, a. What time do you arrive at school? b. What time do you leave the school? 10. If your answer to question #8 was No, what time do you: Monday Arrive at school? Leave the school? Sleep: 1. On average, what time do you get to bed every night? On weekdays? one) a. My parents have set my bedtime b. I feel sleepy c. I finish my homework d. My TV shows are over e. My brother(s) or sister(s) go to bed On weekends? 2. What is the main reason you usually go to bed at this time on school days? (Please circle Tuesday Wednesday Thursday Friday Yes / No

35 f. I finish socializing

g. I get home from my job h. Other (please specify): 3. On average, what time do you get up each morning? On weekdays? a. Noises or my pet wakes me up b. My alarm clock wakes me up c. My parents or other family members wake me up d. I need to go to the bathroom e. I dont know, I just wake up f. Other: 5. What time did you go to bed: a. Yesterday night (Wednesday)? b. The night before yesterday (Tuesday)? c. The night before that (Monday)? 6. During weekdays, what hour do you feel: Most awake? sleepy, struggling to stay awake)? a. No problem at all b. A little problem c. More than a little problem d. A big problem e. A very big problem. Transportation: 1. How do you get to school? (Please circle all that apply) a. Walking b. Public transportation c. Driving 2. On average, how much time does it take you to: a. Travel from home to school each day in minutes? b. Travel from school to home each day in minutes (include time waiting at school for transportation)? Most tired? 7. During your daytime activities, how much of a problem do you have with sleepiness (feeling On weekends? 4. What is the main reason you usually wake up at this time on school days? (Please circle one)

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Activities: On average, how much time do you estimate you spend per day on the following activities? Activity Schoolwork (e.g. studying, homework) Extracurricular activities (e.g. job, volunteering, sports, band) Entertainment (e.g. general internet usage, YouTube, gaming) Social networking/communications (e.g. Facebook, MSN) Other (please specify): Weekdays (minutes) Weekends (minutes)

Opinion: (1 strongly disagree, 2 disagree, 3 neither agree nor disagree, 4 agree , 5 strongly agree): I feel I am getting an adequate amount of sleep each day. I feel there is enough time in the day to get everything done. In the past three days, I have found I could not complete all the things I had to do. I feel my academic performance is affected by the amount of sleep I get. I go to sleep around the same time each night. 1 1 2 2 3 3 4 4 5 5 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5

Regardless of when you actually sleep, what time do you feel is a good bed time? Regardless of when you actually sleep, how late do you feel a bed time can be without affecting your next days performance? Stress: On the average day, my stress level is (please circle one): (no stress) 0 far) 1 2 3 4 5 6 7 8 9 10 (most stress youve had in your life so