Researchers from Duke-NUS Medical School in Singapore examined how the timing of classes influences student sleep and performance. Their findings, published in Nature Human Behavior, suggest that early morning lectures are linked to poorer sleep quality and lower academic outcomes. The study drew on data from a large student cohort to understand these patterns more clearly.
In this investigation, attendance data came from nearly 23,000 students. The researchers tracked class attendance through the university’s Wi-Fi network, providing a practical proxy for presence in morning sessions. A subset of 181 participants wore activity trackers to capture sleep and activity patterns in real time. The results showed that lower participation in morning classes correlated with students who slept through lessons, underscoring sleep deprivation as the primary factor behind reduced engagement rather than other possible explanations.
Beyond attendance, the team analyzed course grades from a broader pool of about 33,000 students. The analysis revealed a consistent trend: as the number of morning classes increased, average grades tended to dip. This relationship pointed to the cumulative impact of early starts on learning efficiency and performance, rather than isolated incidents of poor attendance.
These findings align with broader research in the field suggesting that delaying classroom start times can yield benefits. Recent work in high schools has shown that a later start is associated with longer sleep duration and less daytime sleepiness, which in turn appears to support better alertness and comprehension during school hours. The Singaporean study adds to this body of evidence by indicating that postponing start times may also enhance academic performance in postsecondary education.
Taken together, the research implies that sleep health should be a central consideration in decisions about class scheduling. When students obtain sufficient rest, they demonstrate higher engagement, improved attention, and stronger test performance. Institutions may want to weigh the potential gains from adjusting start times against logistical challenges to support students in achieving optimal learning outcomes.
For educators and policymakers, the message is clear: schedule timing matters. Ensuring students have access to consistent, sufficient sleep could be a practical lever to improve academic success and daily classroom functioning. By prioritizing sleep-friendly calendars, schools and universities can foster environments where students are more present, focused, and ready to learn, rather than simply enforcing early routines that may hamper performance. The ongoing exploration of how circadian rhythms interact with education continues to reveal actionable strategies for better learning outcomes across various levels of schooling and training programs.