[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-150940-en":3,"doc-seo-150940-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},150940,1099514067438,"River Wang","https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542",10,"Lifestyle","REDEEMING THE TIME - Two Schedule Changes for the 2026–27 School Year","A school-year planning overview proposing two practical schedule changes to shift students from “time famine” to “time affluence.” The document explains how chronic time pressure can harm adolescent brain function, increase anxiety and depression risk, stall emotional development, and intensify stress during school transitions. It then outlines a “No-Rush” schedule that adds structured transition margin and a quarterly late-start model four times per year, describing expected benefits for mental health, learning, relationships, and attendance.","REDEEMING THE TIME  \nTwo Schedule Changes for the 2026–27 School Year  \n“Look carefully then how you walk…making the best use of the time...”  \nEphesians 5:15–16 (ESV)  \nPART ONE  \nNO RUSH  \nSchedule  \nPublished January 1981 · 25th Anniversary Edition, 2007  \n“Hurried children are forced to take on the physical, psychological, and social trappings of adulthood before they are prepared to deal with them.”  \n—David Elkind, The Hurried Child (1981)  \nChild psychologist David Elkind argued that modern life—more information, more scheduled activity, more adult-style pressure — pushes children to grow up faster than their development allows. Forty-five years later, that pressure has only intensified.  \nFrom Time Famine to Time Affluence  \nTIME FAMINE  \nThe chronic feeling of having too much to do and not enough time to do it—rushing from task to task with no margin.  \nCoined by researcher Leslie Perlow (1999), from her workplace timeuse studies.  \nTIME AFFLUENCE  \nThe sense of having ample time to reflect, connect, and do things well —margin built into the day by design.  \nKasser & Sheldon, Journal of Business Ethics (2009): across four studies, time affluence predicted well-being even after controlling for material affluence.  \nOur goal this year: move Upper School students —and ourselves —from time famine toward time affluence.  \nReleased February 2025  \n7 consecutive weeks on the New York Times Bestseller List  \nW HY T H IS MAT T E RS  \nWhat Time Famine Does toa Developing Teenager  \n1 Chronic stress impairs the brain  \nSustained stress hormones make it harder for the adolescent brain to encode and retrieve memories—the opposite of what a classroom needs.  \n3 Anxiety and depression risk rises  \nA review of 52 international studies found a consistent link between academic/time pressure and anxiety, depression, and suicidal ideation (NIH/PMC) .  \n2 Emotional development stalls  \nHurried children rarely get to sit with a feeling, work through a conflict, or simply slow down —skills that only develop with unhurried time.  \n4 Transitions compound the strain  \nResearch on school transitions shows these shifts are already among the most stressful moments in a student's day — rushing them adds pressure on pressure.  \nT H E PAY O F F  \nBenefits ofa “No-Rush” Schedule  \n1 A sense of preparation walking into the next class  \n2 Faculty have time for conversations of real significance with students  \n3 Supports student mental health  \n4 Strengthens relationships—student-to-student and student-to-teacher  \n5 Increases attention and learning  \nWHAT T HE RESEA RCH SAYS  \nSleep Health: Journal of the National Sleep Foundation— unhurried mornings and pacing improve mood, concentration, and attendance.  \nJournal of Business Ethics (Kasser & Sheldon, 2009)—time affluence predicts well-being and healthier relationships.  \nNEA—a slower-paced “saner school day” reduces stress and deepens learning.  \nT H E ME C HA N IC S  \nHow It Works This Year  \n8 minutes between every class period that doesn’t have a protected social time block (chapel, lunch).  \n\n| Class | 8 min | Class | 4 min | Chapel / Lunch | 4 min | Class | 8 min | Class |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n\nUnchanged: chapel and lunch remain full-length, protected social and worship time —no minutes are pulled from either.  \nFaculty expectations: use the full transition —there is no need to rush the end of one class or the start of the next.  \nPART TWO  \nQuarterly Late Start Mornings—Margin, Four Times a Year  \nT H E CAL E N DA R  \nFour Late Start Mornings This Year  \nOne per quarter—built into the academic calendar as protected margin for students, families, and faculty.  \nQUARTER 1  \nOCT  \n7  \nQUARTER 2  \nD EC  \n2  \nQUARTER 3  \nMA R  \n3  \nQUARTER 4  \nMAY  \n5","cbCaiapJDSwbIZOc","https://ap.wps.com/l/cbCaiapJDSwbIZOc","pdf",621929,1,12,"English","en",105,"# What Time Famine Does to a Developing Teenager\n## Chronic stress impairs the brain\n## Emotional development stalls\n## Anxiety and depression risk rises\n## Transitions compound the strain\n# The Payoff\n## Benefits of a “No-Rush” Schedule\n# What the Research Says\n## Sleep health and attention\n## Time affluence and wellbeing\n## NEA recommendations\n# The Mechanics\n## How it works this year\n## Faculty expectations\n# Quarterly Late Start Mornings—Margin, Four Times a Year\n## Four late start mornings this year","[{\"question\":\"What problem does the document identify with students’ schedules?\",\"answer\":\"It describes “time famine” as a chronic feeling of having too much to do and not enough time, leading to rushing task to task with little margin built into the day.\"},{\"question\":\"What are the two schedule changes for the 2026–27 school year?\",\"answer\":\"The first is a “No-Rush” schedule that preserves full-length chapel and lunch while adding protected transition time. The second is quarterly late-start mornings, built into the academic calendar as margin four times a year.\"},{\"question\":\"How does a “No-Rush” schedule benefit students and faculty?\",\"answer\":\"It is designed to improve preparation for the next class, give faculty time for meaningful conversations, support student mental health, strengthen relationships, and increase attention and learning.\"}]","REDEEMING THE TIME - Two Schedule Changes for the 2026–27 School Year | PDF",1787829963,18,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"redeeming-the-time-two-schedule-changes-for-the-202627-school-year","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/lifestyle/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/redeeming-the-time-two-schedule-changes-for-the-202627-school-year/150940/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-08-27",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What problem does the document identify with students’ schedules?","Question",{"text":75,"@type":76},"It describes “time famine” as a chronic feeling of having too much to do and not enough time, leading to rushing task to task with little margin built into the day.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What are the two schedule changes for the 2026–27 school year?",{"text":80,"@type":76},"The first is a “No-Rush” schedule that preserves full-length chapel and lunch while adding protected transition time. 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