Sleep and academic performance in later adolescence: results from a large population‐based study

Jan 31, 2016Journal of sleep research

Sleep and school performance in older teenagers: findings from a large population study

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Abstract

In a study of 7,798 adolescents, short sleep duration and sleep deficit were linked to a higher risk of poor academic performance.

Increased risk for poor school performance was noted with various sleep parameters.
Short sleep duration and sleep deficit had the highest odds of being associated with low grade point averages.
Bedtimes between 22:00 and 23:00 hours were linked to the best academic performance.
A delayed sleep schedule on weekends was associated with poor academic outcomes.
Associations remained significant even after adjusting for school non-attendance.

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The aim of the current study was to assess the association between sleep duration and sleep patterns and academic performance in 16-19 year-old adolescents using registry-based academic grades. A large population-based study from Norway conducted in 2012, the youth@hordaland-survey, surveyed 7798 adolescents aged 16-19 years (53.5% girls). The survey was linked with objective outcome data on school performance. Self-reported sleep measures provided information on sleep duration, sleep efficiency, sleep deficit and bedtime differences between weekday and weekend. School performance [grade point average (GPA)] was obtained from official administrative registries. Most sleep parameters were associated with increased risk for poor school performance. After adjusting for sociodemographic information, short sleep duration and sleep deficit were the sleep measures with the highest odds of poor GPA (lowest quartile). Weekday bedtime was associated significantly with GPA, with adolescents going to bed between 22:00 and 23:00 hours having the best GPA. Also, delayed sleep schedule during weekends was associated with poor academic performance. The associations were somewhat reduced after additional adjustment for non-attendance at school, but remained significant in the fully adjusted models. In conclusion, the demonstrated relationship between sleep problems and poor academic performance suggests that careful assessment of sleep is warranted when adolescents are underperforming at school. Future studies are needed on the association between impaired sleep in adolescence and later functioning in adulthood.

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Sleep and academic performance in later adolescence: results from a large population‐based study

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