Sleep and student performance at school
Abstract
ABSTRACT: To review the state of research on the association between sleep among school-aged children and academic outcomes, the authors reviewed published studies investigating sleep, school performance, and cognitive and achievement tests. Tables with brief descriptions of each study's research methods and outcomes are included. Research reveals a high prevalence among school-aged children of suboptimal amounts of sleep and poor sleep quality. Research demonstrates that suboptimal sleep affects how well students are able to learn and how it may adversely affect school performance. Recommendations for further research are discussed.
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Poor sleep quality can lead to suboptimal educational outcomes.
“Poor sleep quality can lead to suboptimal educational outcomes (Taras & Potts-Datema, 2005; Musshafen et al., 2021).”
From The Effect of Sleep Quality on Academic Performance: A Systematic Review and Meta-Analysis Study (2026) · cites this paper as Taras & Potts-Datema, 2005
Several studies indicated that sleep disturbances and sleep loss impair learning and school performance in children.
“Several studies indicated that sleep disturbances and sleep loss impairs learning and school performance in children (for reviews, see Refs.44,246,286,662,1178).”
From About Sleep's Role in Memory (2013) · cites this paper as [1178]
Lack of sleep is associated with reduced cognitive functioning and adverse effects on emotional and physical health.
“Lack of sleep, which is pervasive, has been associated with reduced cognitive functioning and adverse effects on emotional and physical health.54–56”
From Critical connections: health and academics (2015) · cites this paper as [55]
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- Authors
- Taras, H., & Potts-Datema, W.
- Affiliations
- University of California San Diego (US)
- ORCID
- Taras, Howard
- Venue
- Journal of School Health
- Publisher
- Wiley
- Published
- 2005-09
- Volume
- 75
- Issue
- 7
- Pages
- 248-254
- ISSN
- 0022-4391 (ISSN-L)
- 1746-1561
- OpenAlex
- W2136656646
- Cited by
- 178
- References
- 5
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 3 · 2023: 1 · 2022: 9 · 2021: 9 · 2020: 13 · 2019: 8 · 2018: 13 · 2017: 16 · 2016: 2 · 2015: 12 · 2014: 8 · 2013: 13 · 2012: 14
- FWCI
- 6.89
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Health (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
- Life Sciences › Neuroscience › Cognitive Neuroscience › Sleep and Wakefulness Research
- Social Sciences › Education › Educational Outcomes and Influences
- Keywords
- sleep, academic performance, school-aged children, sleep quality, sleep duration, cognitive function, learning
- MeSH terms
- Achievement, Adolescent, Child, Child, Preschool, Education, Humans, Mental Processes, Sleep Wake Disorders, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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