by Gail Hairston
(Aug. 26, 2014) — It’s rarely easy to get a child out of bed, dressed, fed and off to school, especially when it’s still dark outside. Schoolchildren everywhere (their parents too, if they are being honest) groan for “just a little longer” in the sack.
School systems that have adjusted and re-adjusted school start times in search of the perfect balance may have to reevaluate the task after reviewing recent findings from a team of researchers at the University of Kentucky. Their work has found that elementary-age children living in middle- and upper-class neighborhoods of Kentucky demonstrate weaker academic performance when they are required to start classes early.
Recently published by the American Psychological Association, the research was led by Peggy S. Keller, UK associate