Background This policy brief examines the significant misalignment between the biological sleep patterns of students and the early start times of most educational institutions, specifically within the context of the Iranian educational system. Chronic sleep deprivation in this population is associated with detrimental effects on academic performance, mental and physical health, and interpersonal relationships. Policy and implications Compelling evidence indicates that early school schedules, dictated by historical and economic factors rather than student biology, force adolescents and young adults into a state of chronic sleep deficit. This has clear impacts, including impaired cognitive function, increased risks of obesity and cardiometabolic disease, and academic burnout. Studies confirm that delaying start times is an effective intervention to reduce these problems. Recommendations This brief recommends systematic changes, including later school and university start times, the integration of sleep hygiene education into curricula, strict limits on late-evening activities, and the use of flexible learning models. Supporting these structural changes, systems for monitoring student well-being and educating families are also advised. Conclusions Aligning educational schedules with biological sleep needs is a critical public health intervention. Comprehensive strategies that combine schedule adjustments, education, and support services offer the greatest benefit for student health and academic success. Future research should focus on pilot implementations and socio-economic barriers specific to Iran to ensure equitable implementation.
Zakiei et al. (2026) studied this question.