S-028 | Effect of the interaction between Chronotype and School Start Time on Sleep Duration and School Attendance in Argentine Adolescents

Chronobiology
Author: Florencia Lee | Email: leeflorencia95@gmail.com

Florencia Lee^1°2°, Guadalupe Rodríguez Ferrante,^3°, Andrea Paula Goldin^4°,  María Juliana Leone,^1°2°

^1° Universidad Torcuato Di Tella, Área de Educación, Escuela de Gobierno, CABA, Argentina
^2° Universidad Nacional de Quilmes, CONICET, Laboratorio de Cronobiología, Departamento de Ciencia y Tecnología, Bernal, Buenos Aires, Argentina
^3° Department of Biology, University of Washington, Seattle, United States
^4° Universidad Torcuato Di Tella, CONICET, Laboratorio de Neurociencia, CABA, Argentina

School schedules typically begin very early in the morning, which contrasts sharply with the naturally delayed chronotype of adolescents. Previous evidence shows that this misalignment leads to chronic sleep deprivation, social jetlag, and various negative outcomes, including poorer academic performance. Earlier studies by our group have documented these effects among Argentine students in the 1st and 5th years of secondary school. However, an important but less explored factor is school attendance. The aim of this research is to examine the interaction between chronotype and school shift on sleep patterns and attendance among students in 1st through 5th years, who were randomly assigned to morning, afternoon, or evening shifts at the start of secondary school. Our results indicate that as students progress through secondary school, their chronotype shifts later, while sleep deprivation and absenteeism increase, particularly in the morning shift. These findings highlight the need to consider the interaction between chronotype and school schedule in educational policy design, with the goal of reducing sleep deprivation, improving school attendance, and ultimately enhancing health, well-being, and academic performance during adolescence.