P037 Challenges and Facilitators in Adopting Healthy School Start Times: Key Stakeholders’ Perspectives

Abstract Introduction School start times no earlier than 9:45 a.m. for senior high students are considered “healthy” school start times (HSSTs) due to their potential to enhance teenagers’ health and well-being by accommodating their natural sleep patterns. Although many schools in Aotearoa New Zealand start one day a week later, daily implementation is rare. This study aimed to identify potential barriers and enablers for implementing HSSTs by gathering perspectives from key stakeholders in the education sector. Methods Semi-structured one-on-one Zoom interviews were conducted with nine key stakeholders involved in student transportation, timetabling, truancy, health (primary care and government level), and education (school leadership and government level). Interviews were audio-recorded, transcribed, and analysed inductively using thematic analysis. Results Four main themes emerged. First, Sleep Health Issues: Participants emphasised schools as ideal venues for sleep health education, highlighting the well-being benefits of HSSTs. Second, Education System Structures: The self-managing nature of schools was a barrier and an enabler. Flexible timetabling solutions were proposed, but the unpopularity of later school finishes posed a significant barrier. Third, Routines and Schedules: Consideration of wider whānau schedules was necessary. Off-peak hours could shorten bus rides and promote safer cycling, but resource intensive. Finally, Culturally Sustaining Practices and Multifaceted Needs: Enabling communities to develop autonomous implementation. Discussion Promoting a better understanding and prioritisation of sleep in educational settings is essential for advocating HSSTs. Emphasising the importance of sleep for overall well-being, while ensuring sleep advocacy initiatives foster autonomy and cultural safety, is crucial.