As a growing number of schools across Montana ponder moving to a four-day school week, a researcher at Montana State University and her colleagues are examining the impacts of such a change on children.
Among other topics, MSU’s Emily Tomayko and her collaborators have examined questions related to the impact of a four-day school week on adolescent health behaviors; physical education and obesity; and food security. They have also researched early elementary achievement and high school achievement in the four-day model. Tomayko said she is particularly interested in continuing research on the health and wellness impacts of four-day school weeks on children.
“One of the goals of my research is to increase awareness of potential health impacts of this model – for example, changes in health behaviors like sleep and physical activity between school and non-school days, and changes in food access and security – and to identify best practices for supporting child and family wellbeing when using the four-day school schedule,” said Tomayko, an assistant professor in the MSU College of Education, Health and Human Development’s Department of Food Systems, Nutrition and Kinesiology.
In 2005, the Montana Legislature passed a bill that changed school attendance requirements from 180 instruction days per school year to a minimum of 1,080 hours of student instruction per school year. The change allowed schools to explore alternative schedules, and 10 Montana school districts transitioned to a four-day week by the end of the 2006-2007 school year, according to a 2023 report commissioned by the Montana Office of Public Instruction.
Since then, the number of Montana schools operating four-day school weeks has increased significantly. To date, 117 Montana districts, comprising 260 individual schools, have adopted a four-day schedule. Nationally, four-day school weeks are in place in more than 2,100 schools in 850 districts.
Tomayko said four-day schools are primarily located in rural areas. As of the 2023-2024 school year in Montana, she said, approximately 85% of school districts operating with a four-day school week are considered rural. However, she added, a growing number of non-rural schools across the nation have also adopted four-day school weeks. The largest non-rural districts currently operating with a four-day school week include Independence School District in Missouri, 27J Schools in Colorado and Nampa School District in Idaho.
Tomayko’s published research has focused on impacts of the four-day school week on high school achievement and educational engagement; effects of four-day weeks on physical education exposure and childhood obesity; impact of reduced school exposure on adolescent health behaviors and food security; and a national assessment of four-day school week policy adoption and implementation. A publication under review examines food insecurity in rural U.S. school districts and whether providing food to students on the non-school weekday can mitigate any impacts.
“We hope this information can be used to help make policies and schedules that work for children and their families and communities,” Tomayko said. “We understand the many competing demands around four-day school week decisions, such as budget constraints, staffing challenges, and protecting instructional time and learning quality. We urge that the health and well-being of children and their families be part of these discussions.”
For schools considering a four-day week, Tomayko and her colleagues recommend considering the impacts that a longer school day and shorter school week may have on children in the following areas:
- Diet
- Physical activity
- Sleep
- Stress levels
- Engagement in risky behaviors
- Childcare arrangements
- Ability to attend appointments and access health care
Tomayko also suggests that communities consider what resources will be available when schools aren’t in session. For example, is there a library? A gymnasium? Are there community organizations that provide any services? Will the school building be open during the weekday when school is not in session?
“A four-day school week brings with it many considerations for communities and families,” Tomayko said. “Our whole goal is to identify best practices around supporting children and their families for those using this four-day school week model.”
Tricia Seifert, dean of the College of Education, Health and Human Development, praised Tomayko’s research on a complicated subject.
“Many factors contribute to a district’s decision to move to a four-day school week,” Seifert said. “Similarly, there are many academic, health and wellness outcomes that may be affected by that decision. Dr. Tomayko’s research on the constellation of these outcomes is valuable for school leaders and communities as they seek to support the learning and development of their kids.”