675 COVID-19 Instruction Style (In-Person, Virtual, Hybrid), School Start Times, and Sleep in a Large Nationwide Sample of Adolescents

Abstract Introduction The COVID-19 pandemic significantly disrupted how and when adolescents attended school. This analysis used data from the Nationwide Education Sleep in TEens During COVID (NESTED) study to examine association of instructional format (in-person, virtual, hybrid), school start times, sleep a large diverse sample across U.S. Methods In October/November 2020, 5346 nationally representative students (grades 6–12, 49.8% female, 30.6% non-White) completed online surveys. For each weekday, participants identified if they person (IP), online-scheduled synchronous classes (O/S), online-no scheduled (asynchronous, O/A), or no Students reported times for IP O/S days, bedtimes (BT) wake (WT) applicable type weekends/no days (WE). opportunity (SlpOpp, total time proxy) was calculated BT WT. Night-to-night variability with mean square successive differences. Results Significant differences teens’ formats were found all three variables. With (IP O/S), earlier (IP=10:54pm, O/S=11:24pm, O/A=11:36pm, WE=12:30am), WT (IP=6:18am, O/S=7:36am, O/A=8:48am, WE=9:36am), shorter SlpOpp (IP=7.4h, O/S=8.2h, O/A=9.2h, WE=9.2h). Small BT, but found, based on later associated times. also vs. even same Overall, more obtaining sufficient (>8h) (IP=40.0%, O/S=58.8%); started at/after 8:30am, common (IP=52.7%, O/S=72.7%). Greater night-to-night hybrid schedules >1 day vs virtual (O/S O/A only), between groups. Conclusion early opportunity, greatest instruction. Study results may be useful educators policy makers who are considering what education will look like post-pandemic. Support (if any):