In recent years, an increasing amount of research has been done on adolescent sleep deprivation. Sleep chronotype shifts with age; during adolescence, teens tend to go to bed later and wake up later when given the choice. Unfortunately, students often suffer from inadequate quantity of sleep due to their evening chronotype in combination with early school start times. Although adolescents typically need 9 hours of sleep in order to function properly, research shows that most students sleep fewer than 8 hours each night which “negatively [affects] academic performance, behavior, and social competence in adolescents”  (Ming et al 72). Growing apprehensions about performance in school spurred research linking poor grades with adolescent sleep deprivation. However, little research has been done to confirm whether or not there is more than one contributing sleep issue. The goal of this study is to examine the multiple factors that contribute to sleep deprivation and result in poor performance in school. Ming hypothesizes that unnatural sleep cycles adapt to fit with the school schedule, ultimately resulting in poor performance in school.

To collect data, Xue Ming and fellow researchers created an “anonymous questionnaire [consisting] of 13 categories of questions regarding sleep habits and schedules, symptoms of sleep disorders, school performance and school start time” (Ming et al 72). Students also noted their typical waking time and bedtime both on weekdays and weekends, grades, sleep regularity, as well as their own assessment of their “sleep adequacy” (Ming et al 72). In all, 2147 high school students from the state of New Jersey responded to the questionnaire.

The results indicated that Ming’s hypothesis was indeed correct; there is a link between poor academic performance and lack of sleep, as well as a link between “earlier start time [and] poorer sleep quality and quantity” (Ming et al 76). Ming concluded that even though temporary sleep deprivation bears little effects on academic performance and health, long-term sleep deprivation can severely affect grades and functioning. In these cases, students are not catching up on sleep on the weekends like many of their peers. Ming observed that circadian rhythm and later evening chronotype play a major role in the effectiveness and efficiency of the body. Because students are forced to wake up earlier than they naturally would, their academic performance is inhibited. Day to day activities affected by sleep adequacy/inadequacy and circadian rhythm include  “decision making, memory, processing speed, selective attention, and vigilance”  (77). Lastly, Ming explains that the issue of sleep deprivation can be combatted by educating high school students about the negative impacts of not getting enough sleep, as well as mandating later start times in high schools.

**This figure establishes the percentage of students that got the specified amounts of sleep on both weekends and week nights. The majority of students got 8 hours or less of sleep, which is significantly lower than the recommended 9 hours of sleep for high school-age students.   

Work Cited

Ming, X. (10/2011). Clinical medicine insights. circulatory, respiratory and pulmonary medicine Libertas Academica. doi:10.4137/CCRPM.S7955