Study: Texting negatively affects teen's sleep and academic performance

A study shows that teenagers who text at night hurts their sleep and academic performance.

Can't stop texting? If you're a teenager, it may be to blame for falling grades and increased yawning in school, according to a new Rutgers study.

The study, published in the Journal of Child Neurology, is the first of its kind to link nighttime instant messaging habits of American teenagers to sleep health and school performance.

"We need to be aware that teenagers are using electronic devices excessively and have a unique physiology," says study author Xue Ming, professor of neuroscience and neurology at Rutgers New Jersey Medical School. "They tend to go to sleep late and get up late. When we go against that natural rhythm, students become less efficient."

The American Academy of Pediatrics reports that media use among children of all ages is increasing exponentially; studies have found that children ages 8 to 18 use electronic devices approximately seven-and-a-half hours daily.

Ming's research is part of a small but growing body of evidence on the negative effects of electronics on sleep and school performance. But few studies, Ming says, have focused specifically on instant messaging.

"During the last few years I have noticed an increased use of smartphones by my patients with sleep problems," Ming says. "I wanted to isolate how messaging alone - especially after the lights are out - contributes to sleep-related problems and academic performance."

To conduct her study, Ming distributed surveys to three New Jersey high schools - a suburban and an urban public school and a private school - and evaluated the 1,537 responses contrasting grades, sexes, messaging duration and whether the texting occurred before or after lights out.

She found that students who turned off their devices or who messaged for less than 30 minutes after lights out performed significantly better in school than those who messaged for more than 30 minutes after lights out.

Students who texted longer in the dark also slept fewer hours and were sleepier during the day than those who stopped messaging when they went to bed. Texting before lights out did not affect academic performance, the study found.

Although females reported more messaging overall and more daytime sleepiness, they had better academic performance than males. "I attribute this to the fact that the girls texted primarily before turning off the light," Ming says.

The effects of "blue light" emitted from smartphones and tablets are intensified when viewed in a dark room, Ming says. This short wavelength light can have a strong impact on daytime sleepiness symptoms since it can delay melatonin release, making it more difficult to fall asleep - even when seen through closed eyelids.

"When we turn the lights off, it should be to make a gradual transition from wakefulness to sleep," Ming says. "If a person keeps getting text messages with alerts and light emission, that also can disrupt his circadian rhythm. Rapid Eye Movement sleep is the period during sleep most important to learning, memory consolidation and social adjustment in adolescents. When falling asleep is delayed but rising time is not, REM sleep will be cut short, which can affect learning and memory."

Ming notes some benefits to early-evening media use, such as facilitating collaboration for school projects, providing resources for tutoring, increasing school readiness and possibly offering emotional support systems.

She suggests that educators recognize the sleep needs of teenagers and incorporate sleep education in their curriculum. "Sleep is not a luxury; it's a biological necessity. Adolescents are not receiving the optimal amount of sleep; they should be getting 8-and-a-half hours a night," says Ming. "Sleep deprivation is a strong argument in favor of later start times for high schools - like 9 a.m."

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Expensive computer programs for children with ADHD don't help their grades

Reports show that expensive computer programs and therapies for children with ADHD are not effective and do not help their grades.

Many parents spend thousands of dollars on computer-based training programs that claim to help children with ADHD succeed in the classroom and in peer relationships while reducing hyperactivity and inattentiveness. But a University of Central Florida researcher says parents are better off saving their hard-earned cash.

Psychology professor Mark Rapport's research team spent two years analyzing the data from 25 studies and found that those programs are not producing significant or clinically meaningful long-term improvements in children's cognitive abilities, academic performance or behavior.

"Parents are desperate for help," said Rapport, who runs the Children's Learning Clinic IV at UCF. "If they can afford it, they are willing to spend the money, and some parents even enroll their children in private schools because they offer these cognitive training programs. But there is no empirical evidence to show those investments are worthwhile."

Rapport initiated the study because many parents of children who have been evaluated at his clinic asked him whether they should invest in the programs. The study is featured in the December issue of Clinical Psychology Review.

His team analyzed published studies sponsored by the companies themselves as well as all independent published studies in the literature -- and he drew his conclusions based on analyzing "blinded" studies, meaning studies in which researchers and independent raters used objective measures and did not know which children were assigned to the cognitive training programs as opposed to an inactive placebo condition.

Working memory represents one of the most important core deficits in children with ADHD, and improvements in working memory are associated with improved academic performance, behavior, peer relationships and other intellectual abilities. Surprisingly, although a majority of the cognitive training programs claimed to train this important aspect of brain functioning, closer examination of their training exercises revealed that they actually train short-term memory.

Short-term memory stores information in mind for a brief interval, whereas working memory uses the stored information for accomplishing a wide range of cognitive tasks, such as reading comprehension, mental math, and multitasking.

Rapport said his conclusions do not mean that the computer-based programs cannot become a helpful tool for children with ADHD. If programs can be designed to focus on working memory, it is worth evaluating whether they can help children's cognitive abilities, academic performance and behavior, he said.

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Study: Teenagers who go to sleep late have lower grades

A study shows that teenagers with late bedtimes have lower grades than those who go to sleep earlier.

Teens with late bedtimes during the school year and schooldays that start early have lower academic performance and are at risk for later emotional distress. A new study in the Journal of Adolescent Health provides further evidence for a growing body of research that supports a movement to delay school start times for adolescents.

"Going to bed after 11:30 pm, particularly in younger adolescents, predicted worse cumulative grade point average (GPA) at high school graduation and more emotional distress in the college years and beyond," said the study's lead author Lauren D. Asarnow, MA, a doctoral student in the department of psychology at the University of California, Berkeley.

The study gathered data on sleep and the number of hours slept from 2,700 teens age 13 to 18 participating in the National Longitudinal Study of Adolescent Health in two cohorts, one in 1995, the second in 1996. In 2001-2002, as respondents aged, data on academic performance and self-reported emotional health were collected for longitudinal comparison. The overall goal of the study was to examine the relationship between the sleep/circadian patterns of high school adolescents in a nationally representative sample, their overall academic performance in high school and rates of emotional distress reported post graduation.

For both high school cohorts, 23 percent of participants reported going to bed at 11:15 pm or later. By the time these teens reached graduation and college age, late school year bedtimes in high school predicted both lower cumulative GPA at graduation and more emotional distress between age 18 and 26. The researchers noted previous research found that adolescents who prefer late activities and bedtimes (a pattern of behavior often referred to as an evening circadian preference) were tested in the morning; they performed worse on cognitive tasks.

Asarnow urged parents to help youngsters get to bed earlier and added that a teen's sleep behavior is highly modifiable with proper support. However, shifting a teen's bedtime from a late to an earlier hour can be hard, she added, in part because for 30 percent to 40 percent of teens, delayed bedtimes have a biological basis tied to the onset and progress of puberty. Furthermore, academic pressure, habits around technology use and the bedtimes of friends also influence a teen's choice to turn in or stay up late.

Timothy Monk, Ph.D., director of the Human Chronobiology Research Program at the University of Pittsburgh agreed that the need to rise very early for school can put students at risk for underperformance academically and for other problems tied to a lack of sleep. "An early school start time both limits the sleeping time of the student and asks him or her to learn at what is close to the nadir of their circadian cycle."

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