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Week 12: Eye-opening Data About Eye-closing (Sleep)
Happy Halloween Friday!
Thank you for the continued effort and energy you bring to your work each day. The fall semester is moving quickly, and with just over a month until the holiday break, your commitment continues to move our district toward its performance targets—steady academic growth, attendance at or above 93.5 percent, and consistent improvement in school climate and behavior. Each week brings new signs of progress, and that progress is the result of your focus, consistency, and care.
This week’s Wrap-up connects several important themes. We will look at new insights into how sleep and rest influence both learning and leadership, explore rising trends in teen anxiety and what the latest research reveals about the balance between rest and resilience, and highlight opportunities from the Arkansas Historical Association that recognize excellence in teaching and student engagement. Finally, as Halloween brings joy and creativity to our elementary schools, we are reminded that wellness and celebration are both vital parts of a healthy learning culture.
Eye-opening Data About Eye-closing (Sleep)
This week’s theme grew from a Zoom presentation I attended by Dr. Eric Saunders, who now serves with the Arkansas Activities Association and previously worked for the Arkansas Department of Elementary and Secondary Education as Assistant Secretary. Dr. Saunders shared compelling research on the connection between sleep, performance, and mental health—not only for students but also for educators. His presentation was a reminder that some of the most powerful interventions for well-being and achievement are also the simplest.
The data on sleep are eye-opening. Studies show that students who get fewer than seven hours of sleep a night are twice as likely to experience poor grades, difficulty focusing, and increased behavioral issues. For adults, the effects are equally strong: educators who regularly sleep fewer than six hours a night report higher levels of stress, reduced patience, and diminished ability to concentrate on complex tasks.
Sleep is not simply rest; it is recovery. During deep sleep, the brain consolidates new learning, processes emotion, and restores energy to the systems that help us think, problem-solve, and show empathy. For students, this means that the lessons we teach today are strengthened not only through review and practice but also through a good night’s sleep. For teachers, it means that our best ideas and most compassionate moments are often born from the hours we spend recharging.
Recent studies also show a concerning rise in teen anxiety and disrupted sleep. According to the Centers for Disease Control and Prevention, approximately 11 percent of U.S. children ages 3–17 have a diagnosed anxiety disorder, and nearly one-third of teens report symptoms of severe anxiety. Research continues to confirm that poor sleep and excessive nighttime screen use are central contributors.
In The Anxious Generation, social psychologist Jonathan Haidt describes what he calls a “rewiring of childhood.” He explains that today’s young people face overprotection in the real world and underprotection in the virtual world, a combination that has left many students restless, overstimulated, and under-rested. He writes,
“People do not get depressed when they face threats collectively; they get depressed when they feel isolated, lonely, or useless.”
This insight connects directly to what we see in classrooms. Many students live in a state of near-constant digital stimulation yet experience fewer opportunities for connection, reflection, and rest. The same environment that floods their attention often robs them of sleep.
As educators, we can model balance. Well-rested
Published on 2 weeks ago