Should US Schools Start Later? Examining Pro’s & Cons (2025 Data)

10 min read5 days ago

What if your teenager could be healthier, safer, and perform better in school with one simple change? Or what if that “simple” change disrupted family schedules, created transportation nightmares, and strained school budgets?

The question of whether US schools should start later has become a hotly debated topic among educators, health professionals, parents, and policymakers. At its core is a fundamental tension between what science tells us about adolescent sleep biology and the practical realities of running school systems within existing social and economic constraints.

Let’s explore what the evidence tells us about this complex educational issue.

The Case FOR Later School Start Times

The data reveals a concerning trend of widespread sleep deprivation among American teenagers:

According to CDC data, approximately 57.8% of middle school students and 72.7% of high school students report not getting enough sleep on school nights.
This problem appears to be worsening — data from the APA shows that the percentage of high school students who didn’t get enough sleep increased from 69% in 2009 to 77% in 2021.
The American Academy of Sleep Medicine and CDC recommend that teenagers aged 13–18 should regularly sleep 8–10 hours per day.
The American Academy of Pediatrics suggests an even slightly higher range of 8.5–9.5 hours for optimal health and functioning.

These statistics paint a clear picture: the majority of our adolescents are chronically sleep-deprived, and the problem is getting worse, not better.

Dr. Nathaniel Watson, former president of the American Academy of Sleep Medicine, has emphasized that early school start times “directly interfere with teenagers’ natural biological clocks,” inevitably leading to significant sleep deficits for many adolescents.

The Biological Reality of Adolescent Sleep

Contrary to popular belief, teenagers’ later sleep patterns aren’t just about poor choices or screen time — they’re driven by biology:

During puberty, adolescents experience a significant shift in their circadian rhythms, often called a “sleep phase shift,” delaying their natural sleep onset and wake times by up to two hours compared to their patterns in childhood.
This shift is driven by two key biological factors: a delayed release of melatonin (the sleep hormone) until later in the evening, and a slower build-up of “sleep drive,” the neurological pressure that makes us feel tired.
Judith Owens, director of the center for pediatric sleep disorders at Boston Children’s Hospital, explains that teenagers typically cannot fall asleep until around 11 p.m. and are biologically predisposed to wake up around 8 a.m.
Research by Kyla Wahlstrom at the University of Minnesota indicates that many teenagers are biologically unable to fall asleep before approximately 10:45 p.m. and remain in a sleep-ready state until about 8 a.m.

Despite this significant shift in their sleep-wake cycle, adolescents still require 8–10 hours of sleep — the same amount as pre-teens. This biological reality creates an inherent conflict with typical early school start times.

The mismatch between adolescent sleep biology and early school schedules isn’t something teenagers can simply overcome with better habits or stronger willpower. It’s a fundamental physiological challenge that requires systemic solutions.

Academic Benefits of Later Start Times

Research consistently shows that allowing students to get adequate sleep improves their academic performance:

A University of Minnesota study involving 9,000 high school students found that grades, test scores, and overall performance in core subjects advanced significantly when school start times were shifted later.
In Seattle, a mere 55-minute delay in school start time led to improved student attendance, decreased tardiness, and higher grades.
A meta-analysis concluded that schools with start times between 8:30 a.m. and 8:59 a.m. reported better developmental outcomes, including improvements in cognitive development.
A comprehensive review of 38 reports found that later start times generally correspond with improved attendance rates, reduced tardiness, less incidence of students falling asleep in class, and better grades.
A recent University of Minnesota study showed that delaying school start times from 7:30 a.m. to 8:30 a.m. helped students feel more rested and made it easier for them to be on time, reducing daytime sleepiness.

When students are well-rested, they can focus better, process information more effectively, and engage more fully in learning. The consistency of these findings across numerous studies suggests that later start times create learning environments more aligned with students’ cognitive needs.

Health and Safety Benefits

Beyond academics, later school start times appear to improve both physical and mental well-being:

CDC data indicates that adolescents who don’t get enough sleep are more prone to suffering from depressive symptoms and engaging in unhealthy risk behaviors such as drinking, smoking, and using illicit drugs.
Kyla Wahlstrom states that later school start times can significantly improve adolescent health, leading to reductions in substance use, suicidality, and depression.
Research suggests insufficient sleep increases the risk of becoming overweight, developing type 2 diabetes, experiencing poor mental health, and suffering from injuries.
Later start times have been linked to dramatic improvements in student safety. A University of Minnesota study reported a remarkable 70% drop in car crashes for drivers aged 16–18 after a Wyoming high school shifted its start time from 7:35 a.m. to 8:55 a.m.

The potential for later start times to reduce car accidents alone represents a compelling public health argument, as motor vehicle crashes are a leading cause of death among teenagers. When combined with the mental and physical health benefits, the case for allowing teens more sleep becomes even stronger.

Medical Consensus and Real-World Implementation

The overwhelming evidence has led to strong recommendations from leading health organizations:

The American Academy of Pediatrics (AAP) strongly recommends that middle and high schools aim for a starting time of no earlier than 8:30 a.m.
The Centers for Disease Control and Prevention (CDC), American Medical Association (AMA), and American Academy of Sleep Medicine (AASM) have all issued similar recommendations.
The American Medical Association has specifically adopted a policy encouraging school districts across the United States to implement middle and high school start times no earlier than 8:30 a.m.

This unified stance from major health authorities underscores the scientific consensus on the importance of aligning school schedules with adolescent sleep biology.

Moreover, many school districts have already made this change with positive results:

Over 500 individual school districts have shifted their start times later in response to the mounting research.
In Seattle, delaying high school start times led to students obtaining more sleep, reporting feeling less tired, and demonstrating improved academic performance.
Research in a school district that delayed high school start times by one hour found that students averaged an increase of 12–30 minutes of nightly sleep, and the percentage of students reporting at least eight hours of sleep rose from 37% to 50%.

These real-world examples demonstrate that implementing later school start times is not only feasible but can lead to measurable improvements in student sleep and performance.

The Case AGAINST Later School Start Times

One of the most significant obstacles to implementing later start times involves transportation logistics and expenses:

Many school districts rely on staggered start times for elementary, middle, and high schools to efficiently utilize their bus fleets.
Delaying high school start times often requires restructuring these schedules, potentially requiring earlier start times for younger students.
This restructuring can increase demand for buses and drivers, representing a significant financial burden, especially for smaller school districts.
Some districts have faced transportation chaos or abandoned plans for later start times due to these logistical difficulties.

Florida State Representative Patricia Hawkins-Williams voiced concerns about these costs, particularly for “smaller districts that might need to operate more buses to accommodate a later high school start time that aligns more closely with elementary and middle school schedules.”

Transportation challenges reflect the complex, interconnected nature of school systems. Changes that benefit one group of students might create ripple effects throughout the entire district, requiring careful planning and potentially significant investment.

Impact on Extracurricular Activities

Concerns about the effect on after-school programs, sports, and student jobs represent another major objection:

Pushing back the school day can leave less daylight for outdoor sports practices and games, especially during winter months.
Scheduling conflicts may arise for intervarsity and interscholastic events with neighboring districts that maintain earlier dismissal times.
There are worries that a later end to the school day will reduce time available for after-school clubs, tutoring, and student jobs.
Some also fear that later school end times could mean less time for students to spend with their families in the evenings.

While some studies suggest that participation in extracurricular activities might not significantly decrease with later start times, the perception of reduced time and potential scheduling difficulties remains a significant concern for many students and parents.

Athletics directors and coaches often express particular concern about coordinating competitions with other schools and ensuring adequate practice time. For student-athletes, these activities are not merely extracurricular but often central to their educational experience and future opportunities.

Disruption to Family Schedules

The potential impact on family routines represents another significant source of opposition:

Working parents often rely on existing school schedules and may face challenges adjusting their workdays to accommodate later drop-off and pick-up times.
In some families, older high school students are responsible for looking after younger siblings after school, and later dismissal times could disrupt these arrangements.
A spokeswoman for the California Teachers Association raised concerns that parents with inflexible work schedules might continue to drop off their children at the usual early times, potentially leading to a lack of supervision before school.
Some parents worry that later start times might not suit the lifestyles of single-parent families or those with children attending different schools with varying schedules.

The possibility of having to send younger children to school earlier, potentially in the dark, if elementary school start times are adjusted, also raises concerns for some parents.

These family considerations highlight how school schedules are woven into the fabric of community life. Changes that might benefit students in one way could create new challenges for families already juggling complex work, childcare, and activity schedules.

Skepticism About Actual Sleep Benefits

Some opponents question whether later school start times will actually result in students getting more sleep:

A recurring argument is the concern that adolescents might simply stay up later, negating the intended benefits of a later start time.
Some educators believe students will just shift their sleep schedules later, maintaining the same amount of sleep rather than increasing it.
Proponents of this view often emphasize the importance of personal responsibility and parental involvement in enforcing consistent bedtimes and limiting technology use.

This perspective places more emphasis on individual behaviors and family practices rather than systemic changes. It suggests that addressing teen sleep deprivation requires a multi-faceted approach that includes education about sleep hygiene and limits on evening activities and screen time.

However, research suggests that when school start times are delayed, bedtimes might either shift slightly earlier or remain the same, ultimately leading to an increase in total sleep. This indicates that while individual behavior plays a role, later start times can still effectively increase overall sleep duration.

Financial Implications for School Districts

The potential costs of implementing later start times concern many districts facing tight budgets:

The need for more buses and drivers represents a significant expense, particularly for smaller or less affluent districts.
For instance, the Rocklin Unified School District in California determined that shifting to a later start time would require purchasing four additional buses and hiring four new drivers.
This substantial cost contributed to their decision not to implement the change.

While research suggests that the long-term economic benefits of later start times — such as reduced healthcare costs and fewer car accidents — could potentially outweigh the initial investment, the immediate financial burden remains a significant concern for many school districts.

Educational leaders must weigh these short-term costs against potential long-term benefits, a challenging calculation when operating with limited resources and competing priorities.

Stakeholder Opposition

Finally, implementing later school start times often faces resistance from various groups within the educational community:

Parents may oppose changes due to concerns about disruption to family routines, impact on extracurricular activities, and potential increases in childcare costs.
Teachers’ unions and school boards in some areas have expressed opposition, citing logistical challenges and a lack of respect for parental decisions and community input.
The cancellation of a plan for later start times in Kentucky’s Jefferson County Public Schools due to significant pushback from teachers and parents illustrates these implementation challenges.

Successfully implementing later school start times requires addressing these varied concerns and fostering collaboration among all stakeholders. Without broad community support, even evidence-based changes can be difficult to sustain.

Conclusion

The research clearly shows that adolescents have biologically-driven later sleep schedules and that the majority are chronically sleep-deprived, with CDC data indicating that 72.7% of high school students don’t get enough sleep. Leading health organizations including the American Academy of Pediatrics, CDC, and American Medical Association have united in recommending school start times of 8:30 a.m. or later for adolescents. Studies consistently link later start times to improved academic performance, better mental health, and even dramatic safety benefits like a 70% reduction in teen car crashes in one Wyoming district.

However, legitimate practical concerns cannot be dismissed. Transportation logistics and potential increased costs worry many districts, especially smaller ones with limited budgets. Families have built their work and childcare arrangements around existing schedules, and changes could create significant disruptions. Concerns about the impact on extracurricular activities, potential inequities between different schools and districts, and questions about whether teens will simply stay up later all merit careful consideration.

The path forward likely involves thoughtful, community-specific approaches that acknowledge both the compelling health evidence and the legitimate practical concerns. Over 500 school districts have already made this change successfully, suggesting that with careful planning and stakeholder engagement, the obstacles can be overcome.

Ultimately, this debate reminds us that educational policy decisions are rarely simple. They require balancing scientific evidence with practical realities, weighing competing priorities, and bringing diverse stakeholders together to find solutions that truly serve our students’ best interests.

Future of School