School mornings are hard. On a good night, I’m able to sleep at 10:30 p.m.–but only after rushing to finish pages of math homework, endless annotations, and trying to wrap my head around the difference between (2 science concepts). And then, of course, comes the early morning: five alarms, three snoozes and a sunrise later, I’m finally able to pull myself out of bed. By the time I make it to first period, I’m still dreaming about my soft, warm bed. 

But eight times a year, the Taipei American School (TAS) campus stays quiet until 9:30 a.m., providing students like me a chance to slow down. Unlike every other rushed 7:45 a.m. morning, on these eight days, students are able to sleep in, grab breakfast and take a break from the constant rush of schoolwork. First implemented in early 2023, these Late Start Days have expanded from three times a semester to eight per school year—almost one in every month. And according to both students and administrators, the results have been overwhelmingly positive. It may even be time to expand it further. 

Ms. Amanda Jacob, the Director of Teaching and Learning, emphasizes that with these slow, student mornings, teachers get the time to meet and organize. “Teachers have had more time to do curriculum development work,” Ms. Jacob reflected, “it was really hard [for teachers to meet], but with a late start and with you all not on campus, we’re really able to take advantage of that.” This time has a measurable impact: TAS has developed over 400 lesson units that now specifically focus on one of five School-Wide Learning Outcomes (SLOs). This means classes are becoming more intentional. For example, a history lesson on World War II is no longer just about memorizing dates or writing essays, but rather a way to learn how to think critically, take initiative and be collaborative. So these Late Start Days aren’t just for students. They guide exactly what we are learning, moving our lessons and curriculum in a more modern, focused direction. 

And of course, the benefits for students are also being appreciated. “I get a lot more time to in and do work if I need to,” reported Jaslene H. (‘27). This isn’t just a student preference. According to research from the American Psychological Association, “later start times were correlated with better attendance, less tardiness, less falling asleep in class, better grades, and fewer car crashes.” When students have more time to recharge, they are more intellectually engaged and prepared to learn. 

And as we continue moving forward in this direction, all results and feedback seem to be pointing towards one direction: we need more Late Start Days. However, for the immediate future, the schedule seems to stop here. “For next year, it’s eight,” Ms. Jacob confirmed, noting that the administration “discusses it every single year” to find the right balance. 

The hesitation to add more dates stems from two concerns: losing teacher-student time and parent inconvenience. Ms. Jacob emphasizes that “your time with your teachers is incredibly valuable, and I don’t ever take that away lightly.” In addition, some parents find it hard to match the later schedule, with work schedules and higher traffic. 

But, even with these two concerns, adding more Late Start Days still seems like the right decision. More Late Start Days would allow for even deeper curriculum development for teachers. For students, these days would not only mean more time for rest, but time to recharge and prioritize our wellness. If later starts allow teachers to get better at their jobs and students to show up more recharged, why settle for only eight? In order to truly prioritize wellness and academic excellence, TAS should aim to push past the current limit. Eight days is a start, but a more consistent, bi-weekly or even weekly schedule would ensure that balance occurs regularly, not just eight times a year.