School & District Management

Only 20 Percent of Youths Getting Recommended Sleep

By Christina A. Samuels — April 11, 2006 1 min read
  • Save to favorites
  • Print

Many high school teachers are familiar with the sight of a dozing teenager slumped over his or her desk.

But a study by the National Sleep Foundation in Washington suggests just how severe the problem is.

Only 20 percent of the 11- to 17-year-olds surveyed for the study receive the recommended nine hours of sleep on school nights. Nearly half—45 percent—said they receive less than eight hours of sleep.

More than 1,600 adolescents and their parents were questioned about sleep habits during a survey conducted last September and October. The results were released late last month.

The sleep deficit, the researchers say, has consequences in the classroom: Adolescents who don’t get enough sleep tend to have lower grades than their peers who report getting sufficient sleep.

That’s no surprise, given the study’s findings that 28 percent of adolescents surveyed reported falling asleep in class at least once a week, that 22 percent reported falling asleep at least once in a week while doing homework, and that 14 percent said they had either missed or were late to school because they overslept.

Students don’t need to eliminate our-of-school activities entirely to get more sleep, Jodi A. Mindell, the co-chairwoman of the survey task force and a vice chair of the National Sleep Foundation, said in an interview last week. Ms. Mindell, who is also the associate director of the Sleep Center at the Children’s Hospital of Philadelphia, said some adolescents report spending two to three hours an evening communicating online with friends by instant messaging.

“But they can [instant message] for an hour instead,” she said, to allow time for their studies. “It’s all about balance.”

Schools and teachers, she said, also play a huge role in addressing the problem of sleep-deprived students. Sleeping in school is often ignored, when it should be reported to parents, she said.

“In a classroom, where you have to sit down and be still for half an hour, an hour, two hours,” Ms. Mindell said, “you’re going to see that sleepiness surface.”

A version of this article appeared in the April 12, 2006 edition of Education Week

Events

Jobs Regional K-12 Virtual Career Fair: DMV
Find teaching jobs and K-12 education jubs at the EdWeek Top School Jobs virtual career fair.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
School Climate & Safety Webinar
Cardiac Emergency Response Plans: What Schools Need Now
Sudden cardiac arrest can happen at school. Learn why CERPs matter, what’srequired, and how districts can prepare to save lives.
Content provided by American Heart Association
Teaching Profession Webinar Effective Strategies to Lift and Sustain Teacher Morale: Lessons from Texas
Learn about the state of teacher morale in Texas and strategies that could lift educators' satisfaction there and around the country.

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management Opinion If We Want Teachers to Stay, Principals Must Lead Differently
Here are three ways school leaders can make teaching feel more sustainable.
4 min read
Figures are swept up to a large magnet outside of a school. Teacher retention.
Vanessa Solis/Education Week + Canva
School & District Management How Top Principals Advocate for Their Students and Schools
Principal-advocates coach and encourage others in schools to speak up
5 min read
Rod Sheppard, former principal of Florence Learning Center in Florence, Ala., Angie Charboneau-Folch, principal of the Integrated Arts Academy in Chaska, Minn., and Chase Christensen, the principal of Arvada-Clearmont school in Wyoming, share strategies on how to advocate for public schools at the National Education Leadership Awards gathering in Washington, D.C. on April 17, 2026.
Rod Sheppard, former principal of Florence Learning Center in Florence, Ala., Angie Charboneau-Folch, principal of the Integrated Arts Academy in Chaska, Minn., and Chase Christensen, the principal of Arvada-Clearmont school in Wyoming, were interviewed by Chris Tao, a National Student Council member, on stratgies to advocate for public schools at the National Education Leadership Awards gathering in Washington on April 17, 2026.
Allyssa Hynes/National Association of Secondary School Principals
School & District Management Opinion How Teachers Can Get the Most Out of Their HR Office (Downloadable)
Here’s what your school district’s human resources staff can and can’t do for you.
Anthony Graham
1 min read
A group of people discuss the things human resources can and cannot do.
Vanessa Solis/Education Week + Getty + Canva
School & District Management Can Student Influencers Help This District Rebuild Enrollment?
A district hopes that student influencers can bring a more authentic voice to its marketing push.
5 min read
Images from an influencer's reel.
Images courtesy of thekid.maddie