which kind of evidence would help to further support an argument that school start time should be later
There are several types of evidence that can further support an argument that school start times should be later:
1. Sleep research: Evidence from sleep experts and researchers can provide scientific data on the optimal amount of sleep needed for adolescents' physical and cognitive development. Studies have shown that teenagers biologically tend to have a delayed sleep-wake cycle, meaning their natural sleep patterns make it difficult for them to fall asleep early. Sleep research can link early school start times to sleep deprivation and its negative impacts on academic performance, mental health, and behavior.
2. Academic performance: Data on academic performance can demonstrate a correlation between later school start times and improved academic outcomes. Research findings showing that schools that implemented later start times experienced higher standardized test scores, grades, and graduation rates provide evidence that aligning school schedules with students' sleep needs can enhance their learning abilities.
3. Attendance and tardiness: Evidence indicating that delaying school start times increases student attendance and reduces tardiness rates supports the argument. Data from schools that have implemented later start times have shown a decrease in absenteeism and tardiness, suggesting that students are more likely to be punctual and consistent in their attendance when their school schedules are better aligned with their sleep patterns.
4. Physical health and safety: Research linking early school start times with negative health outcomes, such as increased risk of obesity, substance use, mental health issues, and traffic accidents, adds weight to the argument for later start times. By starting school later, students can have the opportunity to engage in healthy behaviors, such as having a balanced breakfast, exercising, and seeking appropriate medical care.
5. Stakeholder perspectives: Collecting and presenting surveys, interviews, or testimonials from various stakeholders, including students, parents, teachers, and administrators, can offer valuable qualitative evidence. These perspectives can highlight personal experiences and opinions, emphasizing the negative consequences of early start times on students' well-being, family dynamics, and classroom dynamics.
Combining these types of evidence can provide a comprehensive and persuasive argument for implementing later school start times.