Waking Up in the Dark: School Schedules Adapted to Morocco's 21st-Century Child... 148
What inspired these lines is a letter published by a father on social media, which states in essence:
"I am writing to you as a concerned parent, but also as a citizen exhausted by a government choice that, year after year, ignores common sense: maintaining a schedule where our children wake up when it's still pitch black to go to school.
Every morning, it's the same absurd scenario: wake-up at dawn, children torn from sleep, eyes still closed, bodies tired, forced to go out into the darkness, sometimes in the cold, to reach their school.
Sleepy students in class, weakened concentration, growing irritability. How can we talk about quality learning in these conditions?"
Beyond fatigue, there is danger. Many parents lack the means to accompany their children. These children walk alone on streets still shrouded in darkness, exposed to risks of traffic accidents, assaults, or incivilities. This fact alone should question the relevance of this schedule. Yet the government persists in defending this choice in the name of economic or energy arguments, without ever weighing the well-being, health, and safety of our children against them.
We are not asking for the impossible, only a return to a human rhythm, adapted to the reality of our society.
Through this letter, I hope this debate will finally be opened seriously. Our children are not adjustable variables. They deserve a normal wake-up, in daylight, and a school that respects their fundamental needs."
It lays out the ordeal experienced by children and parents and challenges the school rhythm imposed on our children.
In fact, current school schedules are based on an organization largely inherited from the early 20th century, designed for a society with more stable temporalities, not at all connected and less exposed to constant stimulation. However, scientific studies have converged for some time on a single observation: there is a growing gap between these institutional frameworks and the biological, cognitive, and psychosocial needs of the contemporary child.
Even better, the 21st-century child evolves in an environment marked by the omnipresence of screens, the multiplication of digital interactions, and the porosity between school time, family time, and leisure time. Research in chronobiology clearly establishes that exposure to artificial light, particularly blue light emitted by screens, delays melatonin secretion, the key hormone for falling asleep. This late-night exposure permanently disrupts wake-sleep cycles in children and adolescents, making early bedtime biologically difficult, regardless of the educational rules set by families.
In this context, maintaining very early school schedules amounts to instituting a chronic sleep debt in the child. Yet, the role of sleep in learning is now solidly documented. Neurosciences show that sleep is essential for memory consolidation, emotional regulation, and the proper functioning of executive functions such as attention, planning, and cognitive control. Regular sleep deprivation is associated with decreased academic performance, increased irritability, and attention disorders that can exacerbate learning difficulties.
North American studies provide particularly instructive insights: delaying the start of classes, associated with improved sleep time, leads to better academic results, attendance, mental health, and a reduction in road accidents involving adolescents. The American Academy of Pediatrics explicitly recommends later school schedules for adolescents, in line with their naturally shifted circadian rhythm.
Lacking precise studies in Morocco, let's look at what is said elsewhere. Research shows that during adolescence, the biological clock physiologically shifts toward a later bedtime. Forcing a very early wake-up thus directly conflicts with a normal biological process. Ignoring this well-established data undermines the very conditions of learning and well-being.
To cognitive fatigue are added issues of safety and social inequalities. The early schedules still imposed in Morocco expose many children to travel in darkness, increasing road and urban risks. For example, OECD studies emphasize that learning conditions extend beyond the classroom: travel time, accumulated fatigue, and family context strongly influence academic trajectories. The most modest families have less leeway for adaptation in accompaniment, secure transport, and educational compensation, turning school schedules into an indirect but real factor of inequalities.
Economic, organizational, or energy imperatives cannot justify the status quo. Several international analyses show the exorbitant long-term costs of sleep deprivation: in terms of school dropout, anxiety disorders, reduced productivity, and health problems. These cumulative costs far exceed the adjustments needed for a reform of schedules. The OECD regularly insists on the importance of investing in student well-being as a condition for the effectiveness of education systems.
Rethinking school schedules is therefore neither about comfort, laxity, nor whimsy. It is a rational approach, grounded in robust scientific data. Pedagogical effectiveness is not measured by the number of hours spent at school or the earliness of wake-up, but by the quality of attention, the cognitive availability of children, and the engagement of students and teachers.
This reflection must fit into a comprehensive approach. Experts emphasize the need to coordinate school schedules, screen time management, workload, balance between family and educational life, and mental health. A high-performing education system is one capable of integrating scientific insights and evolving with the society it serves.
In the era of permanent connectivity, persisting with rigid patterns institutionalizes fatigue from childhood. Taking into account the needs of the child, rather than the constraints of the adult world, is not a pedagogical utopia. It is a scientific, social, and ultimately political imperative.
Morocco has all the means to undertake a genuine reflection on the issue and should initiate it as the basis for a true education reform.