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Little is known about adolescents' caffeine use, yet caffeinated soda, and more recently coffee and energy drinks, are part of youth culture. This study examines adolescents' caffeine use and, using cluster analysis, identifies three groups of caffeine users who differed in their reasons for use, expectancies, and sleep behaviors. In this high school student sample (N = 197), 95% of participants reported recent caffeine use--most often soda--where typical first use of the day was in the evening. Results reveal that adolescents in the mixed use and high soda use groups consumed similar amounts of soda, reporting significantly more use than the low caffeine use group. In contrast with high soda users, mixed users drank more coffee, expected more dependence symptoms and energy enhancement from caffeine, and were more likely to report getting up early, daytime sleepiness, and using caffeine to get through the day. (Contains 4 tables.)

Research on the sleep needs of adolescents and the influence of sleep on learning and behavior have captured the interest of school districts nationwide and in other countries as well. As a result, school officials are being urged to acknowledge the evidence and to adjust school schedules accordingly (e.g., to delay high school start times). The authors surveyed high school personnel on high school start times, factors influencing school start times, and decision making around school schedules. Surveys were analyzed from secondary schools selected at random from the National Center for Educational Statistics database. The final data set includes 345 surveys from "regular" public schools serving grades 9-12 for which data at least back to the 1986-87 school year were available. The result of the surveys and some recommended creative solutions that will allow for sleep and quality education and co-curricular activity time for high-school students are presented in this article.

The present study surveyed high school personnel regarding high school start times, factors influencing school start times, and decision making around school schedules. Surveys were analyzed from 345 secondary schools selected at random from the National Center for Educational Statistics database. Factors affecting reported start times included economic background of the students, number of bus tiers, and school size. Most schools had not contemplated changing or changed their school start times. Of those schools in which changes were contemplated, 32% noted concerns about teenagers' sleep needs and about 50% of the respondents endorsed possible positive outcomes, such as lower tardiness and absenteeism rates. Perceived barriers to changing school schedules commonly endorsed included sports practices, after-school activities, and the transportation system. Approximately 50% of respondents indicated that sleep is included in their district's high school health or biology course offerings. [ABSTRACT FROM AUTHOR]