Who Is Riding the Bus and How Does It Impact Student Sleep, Attendance, Discipline, Mental Health, and Achievement?
type: CreativeWork
description: The purpose of this research study was to determine the relationship between morning transportation mode choice, sleep, and factors that impact achievement for students in grades 9-12 at Sleepy Valley High School. The study also examined the relationship between race and/or socioeconomic status and morning transportation mode choice to determine to what extent, if any, students from low socioeconomic backgrounds and minority populations are disproportionally affected by the district’s pupil transportation system. Data related to morning transportation mode choice, factors that impact mode choice, student sleep, and mental health were collected through a 12 question Student Transportation Survey. Each survey respondent’s demographic information, attendance, suspensions, achievement, and socioeconomic data were downloaded from the division’s student information management system. The results of this research study established a clear and significant relationship between morning transportation mode choice and student sleep. The study also indicated that a variety of factors prevent some families from having a choice with regard to transportation to school, resulting in disproportionality of participation for historically marginalized populations. Finally, the study established a relationship between student achievement data and transportation mode choice, likely the result of the impact of mode choice on wake time and sleep. While this study did not intend to specifically examine the relationship between parent-set bedtimes and student sleep, the results of data analysis associated with this research study were consistent with existing research and indicated that parent-set bedtimes have a significant positive impact on student sleep.
abstract: The purpose of this research study was to determine the relationship between morning transportation mode choice, sleep, and factors that impact achievement for students in grades 9-12 at Sleepy Valley High School. The study also examined the relationship between race and/or socioeconomic status and morning transportation mode choice to determine to what extent, if any, students from low socioeconomic backgrounds and minority populations are disproportionally affected by the district’s pupil transportation system. Data related to morning transportation mode choice, factors that impact mode choice, student sleep, and mental health were collected through a 12 question Student Transportation Survey. Each survey respondent’s demographic information, attendance, suspensions, achievement, and socioeconomic data were downloaded from the division’s student information management system. The results of this research study established a clear and significant relationship between morning transportation mode choice and student sleep. The study also indicated that a variety of factors prevent some families from having a choice with regard to transportation to school, resulting in disproportionality of participation for historically marginalized populations. Finally, the study established a relationship between student achievement data and transportation mode choice, likely the result of the impact of mode choice on wake time and sleep. While this study did not intend to specifically examine the relationship between parent-set bedtimes and student sleep, the results of data analysis associated with this research study were consistent with existing research and indicated that parent-set bedtimes have a significant positive impact on student sleep.
author: Hicks, Curtis Neil
keywords: Academic Achievement, Mental Health, School Start Times, Student Sleep, Transportation Routines, Disability and Equity in Education, Educational Assessment, Evaluation, and Research, Educational Leadership, Educational Sociology
date published: 2020-05-01T07:00:00Z
date modified: 2026-07-24T00:59:32Z
provider: University of Arkansas
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Arkansas