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Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population

Author

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  • Valentina Alfonsi

    (Department of Psychology, University of Rome Sapienza, 00185 Rome, Italy
    IRCCS Fondazione Santa Lucia, 00179 Rome, Italy)

  • Serena Scarpelli

    (IRCCS Fondazione Santa Lucia, 00179 Rome, Italy)

  • Aurora D’Atri

    (Department of Psychology, University of Rome Sapienza, 00185 Rome, Italy)

  • Giacomo Stella

    (Department of Education and Human Sciences, University of Modena and Reggio Emilia, 42121 Reggio Emilia, Italy)

  • Luigi De Gennaro

    (Department of Psychology, University of Rome Sapienza, 00185 Rome, Italy
    IRCCS Fondazione Santa Lucia, 00179 Rome, Italy)

Abstract

The crucial role of sleep in physical and mental health is well known, especially during the developmental period. In recent years, there has been a growing interest in examining the relationship between sleep patterns and school performance in adolescents. At this stage of life, several environmental and biological factors may affect both circadian and homeostatic regulation of sleep. A large part of this population does not experience adequate sleep, leading to chronic sleep restriction and/or disrupted sleep–wake cycles. Studies investigating the effects of different sleep–wake schedules on academic achievement showed that impaired sleep quality and quantity are associated with decreased learning ability and compromised daytime functioning. This review focuses on the most recent studies that evaluated the effects of modified school start time on sleep patterns and related outcomes. Moreover, based on the available empirical evidence, we intend to propose a direction for future studies targeted to implement prevention or treatment programs by modifying sleep timing.

Suggested Citation

  • Valentina Alfonsi & Serena Scarpelli & Aurora D’Atri & Giacomo Stella & Luigi De Gennaro, 2020. "Later School Start Time: The Impact of Sleep on Academic Performance and Health in the Adolescent Population," IJERPH, MDPI, vol. 17(7), pages 1-16, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2574-:d:343291
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    References listed on IDEAS

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    1. Edwards, Finley, 2012. "Early to rise? The effect of daily start times on academic performance," Economics of Education Review, Elsevier, vol. 31(6), pages 970-983.
    2. Paksarian, D. & Rudolph, K.E. & He, J.-P. & Merikangas, K.R., 2015. "School start time and adolescent sleep patterns: Results from the US National Comorbidity Survey-adolescent supplement," American Journal of Public Health, American Public Health Association, vol. 105(7), pages 1351-1357.
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    Cited by:

    1. Paulo Francisco de Almeida-Neto & Dihogo Gama de Matos & Vanessa Carla Monteiro Pinto & Paulo Moreira Silva Dantas & Tatianny de Macêdo Cesário & Luíz Felipe da Silva & Alexandre Bulhões-Correia & Fel, 2020. "Can the Neuromuscular Performance of Young Athletes Be Influenced by Hormone Levels and Different Stages of Puberty?," IJERPH, MDPI, vol. 17(16), pages 1-16, August.
    2. Sing Chen Yeo & Clin K. Y. Lai & Jacinda Tan & Samantha Lim & Yuvan Chandramoghan & Teck Kiang Tan & Joshua J. Gooley, 2023. "Early morning university classes are associated with impaired sleep and academic performance," Nature Human Behaviour, Nature, vol. 7(4), pages 502-514, April.
    3. Grzegorz Gruba & Przemysław Seweryn Kasiak & Joanna Gębarowska & Natalia Adamczyk & Zuzanna Sikora & Alicja Monika Jodczyk & Artur Mamcarz & Daniel Śliż, 2021. "PaLS Study of Sleep Deprivation and Mental Health Consequences of the COVID-19 Pandemic among University Students: A Cross-Sectional Survey," IJERPH, MDPI, vol. 18(18), pages 1-12, September.

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