Tiers 1, 2 & 3 Intervention: Sleep and School

Authors

Katherine M. Kidwell, Syracuse UniversityFollow
Maren Hankey, University of Nebraska-LincolnFollow
Donna M. Flores, University of Nebraska-Lincoln
Tori R. Van Dyk, University of Nebraska-Lincoln
Alyssa Lundahl, University of Nebraska-LincolnFollow
Timothy D. Nelson, University of Nebraska-LincolnFollow

Document Type

Learning Object

Date of this Version

12-2015

Citation

Strategy brief

Building and Sustaining Student Engagement series (December 2015)

Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States

Abstract

Conclusion

Educators need to take a more active role in identifying and addressing sleep related issues in students in order to maximize their learning potential and to minimize the numerous negative outcomes of sub-optimal sleep and sleep disorders. Specifically, school personnel can educate parents on the importance of sleep and advocate for later school start times for middle and high school students. In addition, when symptoms persist, educators can make recommendations to parents as a part of the SAT and MDT. See Figure 4 for recommendations for schools.