Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success

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Chronic sleep deprivation in this population is associated with detrimental effects on academic performance, mental and physical health, and interpersonal relationships. Policy and implications Compelling evidence indicates that early school schedules, dictated by historical and economic factors rather than student biology, force adolescents and young adults into a state of chronic sleep deficit. This has clear impacts, including impaired cognitive function, increased risks of obesity and cardiometabolic disease, and academic burnout. A systematic review of the literature confirms that delaying start times is an effective intervention to reduce these problems. Recommendations This brief recommends systematic changes, including later school and university start times, the integration of sleep hygiene education into curricula, limits on late-evening activities, and the use of flexible learning models. Supporting these structural changes, systems for monitoring student well-being and educating families are also advised. Conclusions Aligning educational schedules with biological sleep needs is a critical public health intervention. Comprehensive strategies that combine schedule adjustments, education, and support services offer the greatest benefit for student health and academic success. Future research should focus on socio-economic factors and local structural barriers to ensure equitable implementation. 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F1000Research 2025, 14 :1354 ( https://doi.org/10.12688/f1000research.173727.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Policy Brief Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] Ali Zakiei 1 , Arash Ziapour https://orcid.org/0000-0001-8687-7484 2 , Mohammad-Taher Moradi https://orcid.org/0000-0002-0247-5451 1 , Habibolah Khazaie 1 Ali Zakiei 1 , Arash Ziapour https://orcid.org/0000-0001-8687-7484 2 , Mohammad-Taher Moradi https://orcid.org/0000-0002-0247-5451 1 , Habibolah Khazaie 1 PUBLISHED 03 Dec 2025 Author details Author details 1 Sleep Disorders Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Kermanshah Province, Iran 2 Cardiovascular Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Kermanshah Province, Iran Ali Zakiei Roles: Conceptualization, Writing – Original Draft Preparation Arash Ziapour Roles: Writing – Original Draft Preparation Mohammad-Taher Moradi Roles: Conceptualization, Writing – Review & Editing Habibolah Khazaie Roles: Conceptualization, Supervision, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background This policy brief examines the significant misalignment between the biological sleep patterns of students and the early start times of most educational institutions. Chronic sleep deprivation in this population is associated with detrimental effects on academic performance, mental and physical health, and interpersonal relationships. Policy and implications Compelling evidence indicates that early school schedules, dictated by historical and economic factors rather than student biology, force adolescents and young adults into a state of chronic sleep deficit. This has clear impacts, including impaired cognitive function, increased risks of obesity and cardiometabolic disease, and academic burnout. A systematic review of the literature confirms that delaying start times is an effective intervention to reduce these problems. Recommendations This brief recommends systematic changes, including later school and university start times, the integration of sleep hygiene education into curricula, limits on late-evening activities, and the use of flexible learning models. Supporting these structural changes, systems for monitoring student well-being and educating families are also advised. Conclusions Aligning educational schedules with biological sleep needs is a critical public health intervention. Comprehensive strategies that combine schedule adjustments, education, and support services offer the greatest benefit for student health and academic success. Future research should focus on socio-economic factors and local structural barriers to ensure equitable implementation. READ ALL READ LESS Keywords Sleep, Education, Children, Adolescent Health, School Start Times, Circadian Rhythms, Academic Performance, Policy Analysis Corresponding Author(s) Mohammad-Taher Moradi ( [email protected] ) Close Corresponding author: Mohammad-Taher Moradi Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Zakiei A et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Zakiei A, Ziapour A, Moradi MT and Khazaie H. Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.12688/f1000research.173727.1 ) First published: 03 Dec 2025, 14 :1354 ( https://doi.org/10.12688/f1000research.173727.1 ) Latest published: 02 Mar 2026, 14 :1354 ( https://doi.org/10.12688/f1000research.173727.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction Sleep is recognized as a vital and structured process that follows a regular, cyclical pattern each night. This organized sequence of events ensures the optimal restoration of both physical and mental functions. 1 Indeed, sleep plays a crucial role in human psychological and physical health and is a key factor in regulating emotion, cognition, psychosocial development, and physical growth. 2 Inappropriate sleep patterns constitute a serious risk factor for poor physical health 3 and significantly diminish quality of life. 4 It is essential for individuals to maintain proper sleep schedules and obtain sufficient sleep, as sleep insufficiency impairs daily functioning and incurs substantial human, social, and economic costs. 5 Since sleep timing is a critical aspect, 6 sleep should occur within an appropriate temporal framework. Healthy sleep necessitates several conditions, including adequate duration, satisfactory quality, appropriate timing, and consistent regularity, and is also dependent on the absence of sleep disorders or anomalies. 7 However, healthy sleep, or sleep hygiene, receives insufficient attention today, and school and university schedules often disregard student sleep patterns in their educational planning. The scale of the issue is significant, with studies indicating that a considerable portion of the student population exhibits poor sleep hygiene and insufficient sleep quantity. 8 Consequently, this policy brief synthesizes current scientific understanding of how school and university schedules impact sleep timing and duration and provides evidence-based recommendations for curriculum planning and policy adjustments to improve student well-being and academic achievement. Policy outcomes and implications This policy brief is based on a synthesis and analysis of the current scientific literature, including systematic reviews and key observational studies, to evaluate the impact of educational schedules on student sleep and health. A fundamental conflict exists between the rigid schedules of educational institutions and the biological clocks of students. Despite compelling evidence on adolescent sleep needs, school start times are often dictated by history and logistics, not student physiology. This conflict is exacerbated by modern lifestyles that push bedtimes later, while long commutes and early class times force students to wake prematurely. This misalignment between educational schedules and circadian rhythms exposes students to the well-documented consequences of chronic sleep deprivation, thereby putting at risk their health, safety, and academic performance. Research has shown that sleep problems during the educational years are linked to broader psychosocial challenges, underscoring the multifaceted impact of sleep on student well-being. 9 The core problem lies in the direct impact of early start times on sleep duration and quality. Early classes force students to wake earlier, which, even with unchanged bedtimes, truncates total sleep time and leads to a cumulative sleep deficit. This forced sleep restriction is associated with significant issues, including academic burnout and declined academic performance. 10 , 11 The consequences, however, extend far beyond the classroom, demonstrating measurable physiological consequences. Inadequate sleep is linked to poorer diet quality, decreased insulin sensitivity, and hyperglycemia. 12 The scale of this impact is staggering. In adolescents, very short sleep can increase the odds of obesity by 69% and elevated waist circumference by 49%. 13 This significantly elevates their long-term risk for type 2 diabetes and cardiovascular disease. While these correlational data are compelling, we must also consider confounding factors like academic stress and familial pressures. Revising school start times is therefore an evidence-based necessity, not just an optional adjustment. It is crucial for protecting student well-being and educational productivity. The core of the issue is chronobiological: when early schedules conflict with students’ innate circadian rhythms, the resulting sleep deficit directly undermines their academic performance, mental health, and behavior. Empirical evidence demonstrates the solution. Results from a systematic review indicated that delaying school start times significantly increases students’ nightly sleep duration by at least 30 minutes, primarily due to a later wake-up time. 14 Also, this policy change is associated with improved school attendance, reduced tardiness, decreased daytime sleepiness, and enhanced academic performance. 14 These findings highlight the need to reevaluate school timing policies. It is now widely argued that delayed start times allow students to experience more and better-quality sleep, 15 leading to reduced daytime sleepiness, improved cognitive and academic performance, 16 , 17 and better overall physical and mental health. Successful implementation, however, requires a multi-systemic approach that considers potential conflicts with parental work schedules and the pervasive culture of intensive extracurricular commitments. In general, flexibility in the educational schedule could be proposed as a practical and acceptable alternative to a fixed later start time, provided that students are encouraged to adhere to a consistent sleep schedule. 18 Actionable recommendations Based on the analysis of policy outcomes and implications, we propose the following coordinated actions for educational policymakers and institutions. First, schools and universities should systematically their start times delay to better align with the circadian rhythms of adolescents and young adults, helping longer and more continuous sleep. As a foundational step, the Ministry of Education should issue guidelines mandating that classes not begin before 8:30 AM. Extracurricular and academic activities should be scheduled to conclude by 9:00-10:00 PM to prevent the significant delay in sleep onset and the reduction in total sleep duration that often follows late-evening commitments. Alongside these structural changes, integrating sleep hygiene education into core curricula is essential to raise awareness about the importance of sleep and to promote healthy sleep behaviors. This education should include specific, practical strategies for managing digital device use before bedtime and could be tailored to address individual factors, such as personality traits, that are known to influence adherence to sleep hygiene practices. 8 To support these efforts, systems for monitoring student sleep patterns and well-being should be established to allow for counseling and early intervention for those at risk of sleep deprivation or disorders. The educational message should promote healthy sleep patterns by emphasizing that sleep regularity, alongside duration, is critical for academic success and general health. Students and faculty should be informed about the benefits of maintaining a consistent sleep-wake schedule across the entire week, including weekends, to stabilize circadian rhythms and mitigate the effects of social jetlag. Additionally, we must educate families to guide lifestyle modifications that support healthy sleep at home. Finally, schools should create inherent system flexibility by exploring blended or online learning models. These formats can grant students autonomy over their schedules, allowing them to prioritize sleep without compromising academic responsibilities. Limitations of the analysis While our recommendations are grounded in evidence, we acknowledge their reliance on observational studies, which show correlation rather than proven causation. Future research must also address the limited data within specific socio-cultural contexts, such as Iran, to ensure these policies are equitably implemented. Conclusions/Discussion Aligning educational schedules with student sleep biology is a critical public health intervention. Thoughtfully planned curricula and supportive policies can significantly improve students’ mental sharpness, overall health, and academic performance. To achieve this, the body clocks of adolescents and young adults must be a primary factor in setting school start times and daily schedules. This alignment serves not only to boost immediate academic performance and mental health but also to help mitigate the long-term risk of cardiometabolic diseases associated with chronic sleep deprivation. The most substantial benefits for student health and academic performance will likely arise from comprehensive approaches that integrate schedule adjustments, targeted education, and robust student support services. Data availability No data are associated with this article. Acknowledgments The authors used an artificial intelligence tool exclusively for language editing, polishing, and grammatical accuracy checks. The intellectual content, analysis, and conclusions of this work are entirely the author’s own. References 1. Khan MA, Al-Jahdali H: The consequences of sleep deprivation on cognitive performance. Neurosciences Journal. 2023; 28 (2): 91–99. PubMed Abstract | Publisher Full Text | Free Full Text 2. Khazaie H, Zakiei A, McCall WV, et al. : Relationship between sleep problems and self-injury: a systematic review. Behav. Sleep Med. 2021; 19 (5): 689–704. PubMed Abstract | Publisher Full Text 3. Fortier-Brochu É, Beaulieu-Bonneau S, Ivers H, et al. : Relations between sleep, fatigue, and health-related quality of life in individuals with insomnia. J. Psychosom. Res. 2010; 69 (5): 475–483. PubMed Abstract | Publisher Full Text | Free Full Text 4. Ishak WW, Bagot K, Thomas S, et al. : Quality of life in patients suffering from insomnia. Innov. Clin. Neurosci. 2012; 9 (10): 13–26. PubMed Abstract 5. Durmer JS, Dinges DF: Neurocognitive consequences of sleep deprivation. Semin. Neurol. 2005; 25 : 117–129. Publisher Full Text 6. Wang L, Li J, Du Y, et al. : The relationship between sleep onset time and cardiometabolic biomarkers in Chinese communities: a cross-sectional study. BMC Public Health. 2020; 20 (1): 374. PubMed Abstract | Publisher Full Text | Free Full Text 7. Panel CCWatson NF, Badr MS, et al. : Recommended amount of sleep for a healthy adult: a joint consensus statement of the American Academy of Sleep Medicine and Sleep Research Society. J. Clin. Sleep Med. 2015; 11 (6): 591–592. 8. Zakiei A, Khazaie H, Komasi S: The role of the DSM-5 maladaptive personality traits in adherence to sleep hygiene behaviors and sleep duration. Sci. Rep. 2025; 15 (1): 16196. PubMed Abstract | Publisher Full Text | Free Full Text 9. Khazaie H, Zakiei A, Rezaei M, et al. : Sleep pattern, common bedtime problems, and related factors among first-grade students: Epidemiology and predictors. Clinical Epidemiology and Global Health. 2019 Dec 1; 7 (4): 546–551. Publisher Full Text 10. Zakiei A, Khazaie H, Azadi M, et al. : The mechanism of sleep quality’s effect on academic burnout: examining the mediating role of perceived stress. BMC Med. Educ. 2025; 25 (1): 1018. PubMed Abstract | Publisher Full Text | Free Full Text 11. Alshahrani SM, Alzuabi HA, Alkalthem DH, et al. : Sleep patterns and quality during summer and academic year among female university students. Neurosciences (Riyadh). 2024; 29 (4): 252–261. PubMed Abstract | Publisher Full Text | Free Full Text 12. Gohil A, Hannon TS: Poor Sleep and Obesity: Concurrent Epidemics in Adolescent Youth. Front. Endocrinol. 2018; 9 : 364. PubMed Abstract | Publisher Full Text | Free Full Text 13. Seo SH, Shim YS: Association of Sleep Duration with Obesity and Cardiometabolic Risk Factors in Children and Adolescents: A Population-Based Study. Sci. Rep. 2019; 9 : 9463. PubMed Abstract | Publisher Full Text | Free Full Text 14. Wheaton AG, Chapman DP, Croft JB: School start times, sleep, behavioral, health, and academic outcomes: a review of the literature. J. Sch. Health. 2016; 86 (5): 363–381. PubMed Abstract | Publisher Full Text | Free Full Text 15. Albqoor MA, Shaheen AM: Sleep quality, sleep latency, and sleep duration: a national comparative study of university students in Jordan. Sleep Breath. 2021; 25 (2): 1147–1154. PubMed Abstract | Publisher Full Text 16. Appleman ER, Gilbert KS, Au R: School start time changes and sleep patterns in elementary school students. Sleep Health. 2015; 1 (2): 109–114. PubMed Abstract | Publisher Full Text 17. Dunster GP, de la Iglesia L , Ben-Hamo M, et al. : Sleepmore in Seattle: Later school start times are associated with more sleep and better performance in high school students. Sci. Adv. 2018; 4 (12): eaau6200. PubMed Abstract | Publisher Full Text | Free Full Text 18. Winnebeck EC, Vuori-Brodowski MT, Biller AM, et al. : Later school start times in a flexible system improve teenage sleep. Sleep. 2020; 43 (6). PubMed Abstract | Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 03 Dec 2025 ADD YOUR COMMENT Comment Author details Author details 1 Sleep Disorders Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Kermanshah Province, Iran 2 Cardiovascular Research Center, Health Policy and Promotion Institute, Kermanshah University of Medical Sciences, Kermanshah, Kermanshah Province, Iran Ali Zakiei Roles: Conceptualization, Writing – Original Draft Preparation Arash Ziapour Roles: Writing – Original Draft Preparation Mohammad-Taher Moradi Roles: Conceptualization, Writing – Review & Editing Habibolah Khazaie Roles: Conceptualization, Supervision, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (2) version 2 Revised Published: 02 Mar 2026, 14:1354 https://doi.org/10.12688/f1000research.173727.2 version 1 Published: 03 Dec 2025, 14:1354 https://doi.org/10.12688/f1000research.173727.1 Copyright © 2025 Zakiei A et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Zakiei A, Ziapour A, Moradi MT and Khazaie H. Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.12688/f1000research.173727.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 03 Dec 2025 Views 0 Cite How to cite this report: Wissem D. Reviewer Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r449459 ) The direct URL for this report is: https://f1000research.com/articles/14-1354/v1#referee-response-449459 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Jan 2026 Dhahbi Wissem , University of Jendouba,, Kef, Tunisia Not Approved VIEWS 0 https://doi.org/10.5256/f1000research.191566.r449459 General Comments This policy brief addresses a relevant topic in chronobiology and public health: the misalignment between educational schedules and the circadian rhythms of adolescents and young adults. While the premise is supported by general consensus ... Continue reading READ ALL General Comments This policy brief addresses a relevant topic in chronobiology and public health: the misalignment between educational schedules and the circadian rhythms of adolescents and young adults. While the premise is supported by general consensus in sleep medicine, the manuscript in its current form suffers from significant gaps in scientific rigor, referencing, and specificity. Major Weaknesses: Lack of Evidence-Based Justification for Specific Metrics: The authors propose specific policy changes, such as a start time of "8:30 AM" and an activity cutoff of "9:00–10:00 PM". However, the text fails to provide the specific chronobiological data or literature that identifies these exact timestamps as the optimal thresholds. Without citing data on sleep latency or commute times, these numbers appear arbitrary. 1 Ambiguity in Scope and Methodology: The authors state the brief is based on a "synthesis and analysis of the current scientific literature". However, the methodology for this synthesis is opaque. Furthermore, the scope is inconsistent; the recommendations read as global/universal, yet the limitations section abruptly introduces "specific socio-cultural contexts, such as Iran", suggesting a regional focus that is not reflected in the title or introduction. 1 Reference and Formatting Errors: The reference list is incomplete, with References 1 and 2 appearing as empty placeholders. This is a fundamental lapse in academic presentation. Minor Weaknesses: Repetitive Phrasing: The text frequently reiterates the link between sleep and health without deepening the argument or introducing new variables. Over-reliance on Odds Ratios without Context: Statistics regarding obesity risks (69%) are presented without sufficient context regarding the population, age group, or study design from which they were derived. Specific Comments Abstract Page 1, Paragraph 2 (Policy and implications): The text states, "A systematic review of the literature confirms that delaying start times is an effective intervention". You must specify which systematic review is being referred to here. A policy brief must be precise in its attribution of evidence. Introduction Page 3, Paragraph 1: The statement "sleep hygiene, receives insufficient attention today" is a generalization. This requires a citation or a qualification (e.g., "in educational policy planning") to be scientifically valid. Page 3, Paragraph 1: The authors claim a "considerable portion of the student population exhibits poor sleep hygiene". Quantify "considerable" using prevalence data from recent epidemiological studies to strengthen the impact of the problem statement. Policy Outcomes and Implications Page 3, Paragraph 2: The manuscript argues that school start times are "dictated by history and logistics, not student physiology". While logically sound, this argument requires citations regarding the historical development of school schedules to differentiate between assumption and fact. Page 3, Paragraph 3: The claim "In adolescents, very short sleep can increase the odds of obesity by 69% and elevated waist circumference by 49%" needs immediate context. Are these Adjusted Odds Ratios (AOR)? Which specific age bracket defines "adolescents" in the cited study? Page 3, Paragraph 3: The sentence "Results from a systematic review indicated that delaying school start times significantly increases students' nightly sleep duration by at least 30 minutes" is missing its citation marker in the text flow. It appears the authors intended to cite Reference 14 here, but the link is not explicit. Actionable Recommendations Page 4, Paragraph 1: The recommendation "classes not begin before 8:30 AM" is scientifically weak without justification. Why 8:30 AM? Why not 9:00 AM or 10:00 AM? The American Academy of Pediatrics and other bodies have issued specific statements; the authors should reference such guidelines or specific chronotype data (e.g., shifts in melatonin secretion onset) to justify this exact time. Page 4, Paragraph 1: The recommendation for activities to conclude by "9:00-10:00 PM" fails to account for commute time, post-activity hygiene, and meal consumption. If a student finishes at 10:00 PM, they may not sleep until midnight, potentially negating the benefit of an 8:30 AM start. This recommendation needs a more rigorous calculation of "time-to-bed" mechanics. Page 4, Paragraph 1: The mention of "personality traits" as a factor in sleep hygiene adherence seems to specifically highlight the authors' own work (Reference 11). Ensure this is balanced with broader literature on behavioral barriers to sleep hygiene (e.g., socioeconomic status, blue light exposure). 1 Limitations Page 4, Paragraph 3: The sudden mention of "Iran" is jarring. If this policy brief is intended for the Iranian educational system, the title and introduction must reflect that specificity (e.g., "Policy Recommendations for the Iranian Educational System"). If it is global, this limitation should be framed more broadly regarding non-Western socio-cultural contexts. References Page 4, References Section: References 1 and 2 are missing entirely. This indicates a lack of final proofreading before submission. Page 4, Reference 11: The citation year is listed as "2025". Ensure this is correct and already published/in-press, as future-dated citations can be problematic if the volume/issue is not finalized. Scientific Quality and Methodology Logic: The logical flow is generally sound (Problem -> Evidence -> Solution), but the "Solution" phase lacks the granular data required for implementation. Statistics: The manuscript relies on secondary reporting of statistics (e.g., odds ratios). No original statistical analysis is performed, which is acceptable for a Policy Brief, provided the sources are cited accurately. However, the lack of confidence intervals for the reported percentages weakens the statistical presentation. Writing: The writing style is functional but repetitive. The authors acknowledge using AI for language editing. While the grammar is generally correct, the text lacks the nuance of expert human argumentation in the "Recommendations" section. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: Sports medicine and Reahbilitation I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Wissem D. Reviewer Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r449459 ) The direct URL for this report is: https://f1000research.com/articles/14-1354/v1#referee-response-449459 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Fudolig MI. Reviewer Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r441527 ) The direct URL for this report is: https://f1000research.com/articles/14-1354/v1#referee-response-441527 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 12 Jan 2026 Mikaela Irene Fudolig , School of Mathematical Sciences, The University of Adelaide School of Mathematical Sciences, Adelaide, South Australia, Australia Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.191566.r441527 The authors make a good case for changing class schedules to address the lack of sleep among students. Literature is cited for the link between delaying the start time of school and enhanced academic performance and decreased sleepiness. While the ... Continue reading READ ALL The authors make a good case for changing class schedules to address the lack of sleep among students. Literature is cited for the link between delaying the start time of school and enhanced academic performance and decreased sleepiness. While the deleterious effects of a lack of sleep on health are mentioned, the correlation between delayed school start times and improved health measures are not included ("It is now widely argued that delayed start times...leading to...better overall physical and mental health" has no associated references). If this is due to a lack of studies in this matter, this should be mentioned. The brief lacks justification for the specifics in the actionable recommendations. The authors propose that classes should not begin before 8:30AM and that school activities should conclude by 9-10PM. However, there is no mention in the brief why these times were chosen. To justify these schedules, we need to know the time that students (generally) go to bed and get up from bed that are optimal for them. To illustrate: if students are shown to need to wake up by 9AM to feel rested, then simply mandating school to not start before 8:30AM will not fix the problem. In this case, perhaps a compressed school schedule to allow for a later start time, or one expanded to include weekends (perhaps extracurriculars may be moved to weekends to allow for a longer time for academic subjects during the weekdays), may be more beneficial. Table 4 in Reference 9 of the brief shows that the children in their sample had a mean usual wake time of 9.54 (I assume this is in hours?) on weekends, which is way beyond the 8:30AM proposed. My colleagues and I have also studied sleep patterns among university students and found that weekend sleep patterns are different from those during vacation, indicating weekend compensation due to weekday sleep debt (Fudolig, et al. "Collective sleep and activity patterns of college students from wearable devices," npj Complexity 2 , 32 (2025)). Whether something similar has been observed for school-age children should also be discussed in the brief if the authors wish to stick with suggesting a start time that is earlier than the weekend wake times in the study they cited. The authors also did not mention how the policy would address if and how sleep times vary with age. Do young children sleep the same as adolescents? How will this impact the policy? Overall, I was convinced by the authors that sleep timing and duration of students must be taken into account when developing policy in order to improve well-being and academic achievement. However, I believe the authors have to support their specific actionable recommendations with more studies. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Partly Competing Interests: No competing interests were disclosed. Reviewer Expertise: computational social science I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Fudolig MI. Reviewer Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r441527 ) The direct URL for this report is: https://f1000research.com/articles/14-1354/v1#referee-response-441527 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 03 Dec 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 2 (revision) 02 Mar 26 read read read Version 1 03 Dec 25 read read Mikaela Irene Fudolig , The University of Adelaide School of Mathematical Sciences, Adelaide, Australia Dhahbi Wissem , University of Jendouba,, Kef, Tunisia Atanu Kumar Pati , Kalinga Institute of Social Sciences, Bhubaneswar, India Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Pati A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 14 Mar 2026 | for Version 2 Atanu Kumar Pati , Kalinga Institute of Social Sciences, Bhubaneswar, Odisha, India 0 Views copyright © 2026 Pati A. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The title of the revised manuscript looks appropriate. However, to make it closer to the domain of chronobiology, the title should read somewhat like this: “Circadian Alignment of School Schedules in Iran: Implications for Student Health and Achievement,” or maybe “Circadian Misalignment Between School Schedules and Adolescent Sleep in Iran: Policy Implications for Health and Academic Performance.” The recommended opening and closing times for the Iranian Schools are not convincing. Why should they end their activity at 21:00 or 22:00? To the best of my knowledge, the Tehran International School opens at 07:00 and closes at 17:00. Another School, Iranzamin School, opens at 08:00 and closes at 15:00. Further, 1 MIN READ (May 13, 2025) published in IRANWIRE reveals that Iran’s Education Ministry announced that Iranian schools should begin at 06:00 in order to implement energy-saving measures. It further added that a single-shift school should operate between 06:00 and 13:00. In a 2-shift school, the first shift and the second shift should operate between 06:00-09:30, and 10:00-13:00, respectively. In light of this scenario the recommended policy looks challenging for implementation. The authors did not discuss these aspects adequately. The authors also did not discuss adequately the possible effect of school timings on the adolescent students with different chronotypes. The text of the policy brief in its revised version is iterative in many places. The authors should revise the text of the policy brief. The literature review also appears to be inadequate. They should have given examples of the countries where the delay of school start time has been implemented. It has also been known that both too little and too much sleep are harmful. Having said all this, the attempt of the authors to frame a policy brief addressing Circadian Misalignment Between School Schedules and Adolescent Sleep in Iran is worthwhile. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? No Competing Interests No competing interests were disclosed. Reviewer Expertise Chronobiology I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Pati AK. Peer Review Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.196992.r464206) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1354/v2#referee-response-464206 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Fudolig M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 10 Mar 2026 | for Version 2 Mikaela Irene Fudolig , School of Mathematical Sciences, The University of Adelaide School of Mathematical Sciences, Adelaide, South Australia, Australia 0 Views copyright © 2026 Fudolig M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The revised version addressed my biggest concerns with the first version. Competing Interests No competing interests were disclosed. Reviewer Expertise computational social science I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Fudolig MI. Peer Review Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.196992.r463720) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1354/v2#referee-response-463720 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Wissem D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 04 Mar 2026 | for Version 2 Dhahbi Wissem , University of Jendouba,, Kef, Tunisia 0 Views copyright © 2026 Wissem D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The revised manuscript has been significantly strengthened through the incorporation of specific evidence and structural adjustments. The authors have successfully transitioned the brief from a generalized discussion to a context-specific analysis focused on the Iranian educational system. The inclusion of empirical thresholds for school start times and the clarification of statistical data regarding health risks have addressed previous concerns regarding scientific rigor. The intellectual framework now effectively bridges chronobiological theory with actionable national policy recommendations. Competing Interests No competing interests were disclosed. Reviewer Expertise Sports medicine and Reahbilitation I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Wissem D. Peer Review Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.196992.r463721) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1354/v2#referee-response-463721 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Wissem D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Jan 2026 | for Version 1 Dhahbi Wissem , University of Jendouba,, Kef, Tunisia 0 Views copyright © 2026 Wissem D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Not Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions General Comments This policy brief addresses a relevant topic in chronobiology and public health: the misalignment between educational schedules and the circadian rhythms of adolescents and young adults. While the premise is supported by general consensus in sleep medicine, the manuscript in its current form suffers from significant gaps in scientific rigor, referencing, and specificity. Major Weaknesses: Lack of Evidence-Based Justification for Specific Metrics: The authors propose specific policy changes, such as a start time of "8:30 AM" and an activity cutoff of "9:00–10:00 PM". However, the text fails to provide the specific chronobiological data or literature that identifies these exact timestamps as the optimal thresholds. Without citing data on sleep latency or commute times, these numbers appear arbitrary. 1 Ambiguity in Scope and Methodology: The authors state the brief is based on a "synthesis and analysis of the current scientific literature". However, the methodology for this synthesis is opaque. Furthermore, the scope is inconsistent; the recommendations read as global/universal, yet the limitations section abruptly introduces "specific socio-cultural contexts, such as Iran", suggesting a regional focus that is not reflected in the title or introduction. 1 Reference and Formatting Errors: The reference list is incomplete, with References 1 and 2 appearing as empty placeholders. This is a fundamental lapse in academic presentation. Minor Weaknesses: Repetitive Phrasing: The text frequently reiterates the link between sleep and health without deepening the argument or introducing new variables. Over-reliance on Odds Ratios without Context: Statistics regarding obesity risks (69%) are presented without sufficient context regarding the population, age group, or study design from which they were derived. Specific Comments Abstract Page 1, Paragraph 2 (Policy and implications): The text states, "A systematic review of the literature confirms that delaying start times is an effective intervention". You must specify which systematic review is being referred to here. A policy brief must be precise in its attribution of evidence. Introduction Page 3, Paragraph 1: The statement "sleep hygiene, receives insufficient attention today" is a generalization. This requires a citation or a qualification (e.g., "in educational policy planning") to be scientifically valid. Page 3, Paragraph 1: The authors claim a "considerable portion of the student population exhibits poor sleep hygiene". Quantify "considerable" using prevalence data from recent epidemiological studies to strengthen the impact of the problem statement. Policy Outcomes and Implications Page 3, Paragraph 2: The manuscript argues that school start times are "dictated by history and logistics, not student physiology". While logically sound, this argument requires citations regarding the historical development of school schedules to differentiate between assumption and fact. Page 3, Paragraph 3: The claim "In adolescents, very short sleep can increase the odds of obesity by 69% and elevated waist circumference by 49%" needs immediate context. Are these Adjusted Odds Ratios (AOR)? Which specific age bracket defines "adolescents" in the cited study? Page 3, Paragraph 3: The sentence "Results from a systematic review indicated that delaying school start times significantly increases students' nightly sleep duration by at least 30 minutes" is missing its citation marker in the text flow. It appears the authors intended to cite Reference 14 here, but the link is not explicit. Actionable Recommendations Page 4, Paragraph 1: The recommendation "classes not begin before 8:30 AM" is scientifically weak without justification. Why 8:30 AM? Why not 9:00 AM or 10:00 AM? The American Academy of Pediatrics and other bodies have issued specific statements; the authors should reference such guidelines or specific chronotype data (e.g., shifts in melatonin secretion onset) to justify this exact time. Page 4, Paragraph 1: The recommendation for activities to conclude by "9:00-10:00 PM" fails to account for commute time, post-activity hygiene, and meal consumption. If a student finishes at 10:00 PM, they may not sleep until midnight, potentially negating the benefit of an 8:30 AM start. This recommendation needs a more rigorous calculation of "time-to-bed" mechanics. Page 4, Paragraph 1: The mention of "personality traits" as a factor in sleep hygiene adherence seems to specifically highlight the authors' own work (Reference 11). Ensure this is balanced with broader literature on behavioral barriers to sleep hygiene (e.g., socioeconomic status, blue light exposure). 1 Limitations Page 4, Paragraph 3: The sudden mention of "Iran" is jarring. If this policy brief is intended for the Iranian educational system, the title and introduction must reflect that specificity (e.g., "Policy Recommendations for the Iranian Educational System"). If it is global, this limitation should be framed more broadly regarding non-Western socio-cultural contexts. References Page 4, References Section: References 1 and 2 are missing entirely. This indicates a lack of final proofreading before submission. Page 4, Reference 11: The citation year is listed as "2025". Ensure this is correct and already published/in-press, as future-dated citations can be problematic if the volume/issue is not finalized. Scientific Quality and Methodology Logic: The logical flow is generally sound (Problem -> Evidence -> Solution), but the "Solution" phase lacks the granular data required for implementation. Statistics: The manuscript relies on secondary reporting of statistics (e.g., odds ratios). No original statistical analysis is performed, which is acceptable for a Policy Brief, provided the sources are cited accurately. However, the lack of confidence intervals for the reported percentages weakens the statistical presentation. Writing: The writing style is functional but repetitive. The authors acknowledge using AI for language editing. While the grammar is generally correct, the text lacks the nuance of expert human argumentation in the "Recommendations" section. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise Sports medicine and Reahbilitation I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above. reply Respond to this report Responses (0) Wissem D. Peer Review Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r449459) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1354/v1#referee-response-449459 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Fudolig M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 12 Jan 2026 | for Version 1 Mikaela Irene Fudolig , School of Mathematical Sciences, The University of Adelaide School of Mathematical Sciences, Adelaide, South Australia, Australia 0 Views copyright © 2026 Fudolig M. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The authors make a good case for changing class schedules to address the lack of sleep among students. Literature is cited for the link between delaying the start time of school and enhanced academic performance and decreased sleepiness. While the deleterious effects of a lack of sleep on health are mentioned, the correlation between delayed school start times and improved health measures are not included ("It is now widely argued that delayed start times...leading to...better overall physical and mental health" has no associated references). If this is due to a lack of studies in this matter, this should be mentioned. The brief lacks justification for the specifics in the actionable recommendations. The authors propose that classes should not begin before 8:30AM and that school activities should conclude by 9-10PM. However, there is no mention in the brief why these times were chosen. To justify these schedules, we need to know the time that students (generally) go to bed and get up from bed that are optimal for them. To illustrate: if students are shown to need to wake up by 9AM to feel rested, then simply mandating school to not start before 8:30AM will not fix the problem. In this case, perhaps a compressed school schedule to allow for a later start time, or one expanded to include weekends (perhaps extracurriculars may be moved to weekends to allow for a longer time for academic subjects during the weekdays), may be more beneficial. Table 4 in Reference 9 of the brief shows that the children in their sample had a mean usual wake time of 9.54 (I assume this is in hours?) on weekends, which is way beyond the 8:30AM proposed. My colleagues and I have also studied sleep patterns among university students and found that weekend sleep patterns are different from those during vacation, indicating weekend compensation due to weekday sleep debt (Fudolig, et al. "Collective sleep and activity patterns of college students from wearable devices," npj Complexity 2 , 32 (2025)). Whether something similar has been observed for school-age children should also be discussed in the brief if the authors wish to stick with suggesting a start time that is earlier than the weekend wake times in the study they cited. The authors also did not mention how the policy would address if and how sleep times vary with age. Do young children sleep the same as adolescents? How will this impact the policy? Overall, I was convinced by the authors that sleep timing and duration of students must be taken into account when developing policy in order to improve well-being and academic achievement. However, I believe the authors have to support their specific actionable recommendations with more studies. Does the paper provide a comprehensive overview of the policy and the context of its implementation in a way which is accessible to a general reader? Partly Is the discussion on the implications clearly and accurately presented and does it cite the current literature? Partly Are the recommendations made clear, balanced, and justified on the basis of the presented arguments? Partly Competing Interests No competing interests were disclosed. Reviewer Expertise computational social science I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Fudolig MI. Peer Review Report For: Aligning Sleep Patterns with Educational Schedules: Policy Recommendations for Enhancing Health and Academic Success [version 1; peer review: 1 approved with reservations, 1 not approved] . F1000Research 2025, 14 :1354 ( https://doi.org/10.5256/f1000research.191566.r441527) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. 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