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• Titulo Artículo: Later school start times for supporting the education, health, and well-being of high school students: a systematic review
• Resumen: Abstract This Campbell systematic review examines the impact of later school start times on student academic performance, mental health and family and community outcomes. The review summarises findings from 17 reports of 11 interventions in six countries. Later school start times appear to increase sleeping time. And there is a positive association between later school start times and academic and psychosocial outcomes. The evidence on absenteeism and student alertness is mixed. However, the quality of the evidence and comparability of studies is low. Adverse effects may be reduced interaction with parents, and staffing and scheduling difficulties. There is insufficient evidence to draw firm conclusions concerning these possible adverse effects.
• Autores: Emily E Tanner-Smith, Lee-Anne Ufholz, John Freeman, Colleen M Davison, Ravi Shankar, Lisa Newton, Alyssa S Parpia, Shawn Hendrikx , Ioana Cozma, Robert S Brown, Robert Marx, .
• Titulo Revista: Campbell Systematic Reviews, .
• Numero: 1
• Volumen:13
• Fecha de publicación: 2017.
• Base de Datos Bibliográfica: Otra , .
• Suplemento:
• Idioma: Inglés
• Página Inicial: 1 Página Final: 99
• ISBN: 1891-1803

• Título Otra : Later school start times for supporting the education, health, and well-being of high school students: a systematic review
• Resumen: Abstract This Campbell systematic review examines the impact of later school start times on student academic performance, mental health and family and community outcomes. The review summarises findings from 17 reports of 11 interventions in six countries. Later school start times appear to increase sleeping time. And there is a positive association between later school start times and academic and psychosocial outcomes. The evidence on absenteeism and student alertness is mixed. However, the quality of the evidence and comparability of studies is low. Adverse effects may be reduced interaction with parents, and staffing and scheduling difficulties. There is insufficient evidence to draw firm conclusions concerning these possible adverse effects.
• Autores : Emily E Tanner-Smith; Lee-Anne Ufholz; John Freeman; Colleen M Davison; Ravi Shankar; Lisa Newton; Alyssa S Parpia; Shawn Hendrikx ; Ioana Cozma; Robert S Brown; Robert Marx;
• Autor corporativo: Campbell Systematic Reviews,
• Fecha de publicación: 2017.
• Tipo : Otra .
• Idioma: Inglés

• Título Otra : Later school start times for supporting the education, health, and well-being of high school students: a systematic review
• Resumen: Abstract This Campbell systematic review examines the impact of later school start times on student academic performance, mental health and family and community outcomes. The review summarises findings from 17 reports of 11 interventions in six countries. Later school start times appear to increase sleeping time. And there is a positive association between later school start times and academic and psychosocial outcomes. The evidence on absenteeism and student alertness is mixed. However, the quality of the evidence and comparability of studies is low. Adverse effects may be reduced interaction with parents, and staffing and scheduling difficulties. There is insufficient evidence to draw firm conclusions concerning these possible adverse effects.
• Autores : Emily E Tanner-Smith; Lee-Anne Ufholz; John Freeman; Colleen M Davison; Ravi Shankar; Lisa Newton; Alyssa S Parpia; Shawn Hendrikx ; Ioana Cozma; Robert S Brown; Robert Marx;
• Autor corporativo: Campbell Systematic Reviews,
• Fecha de publicación: 2017.
• Paginas: 1.
• ISBN: 1891-1803.
• Idioma: Inglés

• Titulo Artículo: Later school start times for supporting the education, health, and well-being of high school students: a systematic review
• Resumen: Abstract This Campbell systematic review examines the impact of later school start times on student academic performance, mental health and family and community outcomes. The review summarises findings from 17 reports of 11 interventions in six countries. Later school start times appear to increase sleeping time. And there is a positive association between later school start times and academic and psychosocial outcomes. The evidence on absenteeism and student alertness is mixed. However, the quality of the evidence and comparability of studies is low. Adverse effects may be reduced interaction with parents, and staffing and scheduling difficulties. There is insufficient evidence to draw firm conclusions concerning these possible adverse effects.
• Fecha de publicación: 2017.
• Autor corporativo: Campbell Systematic Reviews, .
• Idioma: Inglés

Palabras claves:

• Mental Health
• Systematic Review
• School Start Times

Público objetivo:

• Pregrado
• Docentes
• Medicos
• Educadores Medicos